Patterns of children’s readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
Early Childhood Research Quarterly (2024)
Jessica E. Whittaker, Tara Hofkens, Virginia E. Vitiello, Robert C. Pianta, Jamie DeCoster & Arya Ansari
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How teachers use data: Description and differences across pre-K through third grade
Early Childhood Education Journal (2023)
Witte, A.L, Knoche, L.L., Sheridan, S.M. & Koziol, N.
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First-grade outcomes of pre-K attendees: Examining benefits as a function of skill type, environments and subgroups
American Educational Research Journal (2023)
Ansari, A., Zimmermann, K., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., Yang, Q. & Ruzek, E. A.
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Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Early Childhood Research Quarterly (2023)
Qingqing Yang (OSU), Arya Ansari (OSU), Kelly M. Purtell (OSU), Robert C. Pianta (UVA), Jessica V. Whittaker (UVA) & Virginia E. Vitiello (UVA)
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Fostering early motivation: The Influence of teacher-child relationships and interactions on motivation in the kindergarten classroom
Early Education and Development (2023)
Monica S. Lu (UVA), Jessica E. Whittaker (UVA), Erik Ruzek (NWEA), Robert C. Pianta (UVA) & Virginia E. Vitiello (UVA)
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Off-task behavior as a measure of in-classroom executive function skills? Evidence for construct validity and contributions to gains in prekindergartners’ academic achievement
Early Education and Development (2023)
Moffett, L., Weiland, C., McCormick, M.P., Hsueh, J., Snow, C. & Sachs, J.
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Going the distance: Disparities in pre-K enrollment in higher-quality schools by geographic proximity, race/ethnicity, family income, and home language
AERA Open (2023)
McCormick, M.P., Pralica, M., Hsueh, J., Weiland, C., Weissman, A., Xia, S., Shapiro, A., MacDowell, C., Maves, S., Taylor, A. & Sachs, J.
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Learning experiences vary across young children in the same classroom: Evidence from the individualizing student instruction measure in the Boston Public Schools
Early Childhood Research Quarterly (2023)
Christina Weiland, Lillie Moffett, Paola Guerrero Rosada, Amanda Weissman, Kehui Zhang, Michelle Maier, Catherine Snow, Meghan McCormick, JoAnn Hsueh & Jason Sachs
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Enrollment in pre-K and children’s social–emotional and executive functioning skills: To what extent are associations sustained across time?
Journal of Educational Psychology (2022)
Lillie Moffett, Amanda Weissman, Meghan McCormick, Christina Weiland, JoAnn Hsueh, Catherine Snow & Jason Sachs
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Pathways of mathematics achievement in preschool: Examining executive function and task orientation
Journal of Applied Developmental Psychology (2022)
Tara L. Hofkens (UVA), Jessica Whittaker (UVA), Robert C. Pianta (UVA), Virginia Vitiello (UVA), Erik Ruzek (UVA) & Arya Ansari (OSU)
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The association between and development of school enjoyment and general knowledge
Child Development (2022)
Jamie J. Jirout (UVA), Erik Ruzek (NWEA), Virginia E. Vitiello (UVA), Jessica Whittaker (UVA) & Robert C. Pianta (UVA)
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Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition
Journal of Applied Developmental Psychology (2022)
Virginia E. Vitiello (UVA), Tutrang Nguyen (Mathematic Policy Research), Erik Ruzek (NWEA), Robert C. Pianta (UVA) & Jessica Vick Whittaker (UVA)
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Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Early Childhood Research Quarterly (2022)
Margaret Burchinal, Robert Pianta, Arya Ansari, Jessica Whittaker & Virginia Vitiello
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Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
Developmental Psychology (2022)
Meghan McCormick, Mirjana Pralica, Christina Weiland, JoAnn Hsueh, Lillie Moffett, Paola Guerrero-Rosada, Amanda Weissman, Kehui Zhang, Michelle F. Maier, Catherine E. Snow, Emily Davies, Anne Taylor & Jason Sachs
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Examining three hypotheses for pre-kindergarten fade-out
Developmental Psychology (2022)
Margaret Burchinal, Tiffany Foster, Kylie Garber, Lora Cohen-Vogel, Mary Bratsch-Hines & Ellen Peisner-Feinberg
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Content-rich instruction and cognitive demand in pre-K: using systematic observations to predict child gains
Early Childhood Research Journal (2022)
Michelle F. Maier, Meghan P. McCormick, Samantha Xia, JoAnn Hsueh, Christina Weiland, Abby Morales, Marina Boni, Melissa Tonachel, Jason Sachs & Catherine Snow
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Examining malleable factors that explain the end-of-kindergarten racial/ethnic gaps
Elementary School Journal (2022)
Iheoma U. Iruka, Susan Sheridan, Natalie Koziol, Rachel Schumacher, Hannah Kerby, Amanda Prokasky & Dong-ho Choi
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Transition practices of rural pre-K and kindergarten teachers and their relations to children’s academic and social skills
Early Education and Development (2022)
Kylie L. Garber, Tiffany J. Foster, Michael H. Little, Lora Cohen-Vogel, Mary Bratsch-Hines & Margaret R. Burchinal
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The Future of Children: Research-Practice Partnerships to Strengthen Early Education
Princeton-Brookings, Volume 31, Number 1, Spring 2021 (2021)
Fast-response research to answer practice and policy questions (p. 75-96)
Christina Weiland, Jason Sachs, Meghan McCormick, JoAnn Hsueh and Catherine Snow
A dean’s perspective (p. 151-156)
Robert C. Pianta
Building toward effectiveness (p. 161-168)
JoAnn Hsueh et al.
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Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
Journal of Applied Developmental Psychology (2021)
Lillie Moffett, Amanda Weissman, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Catherine Snow, Jason Sachs
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Differences between pre-K and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Early Childhood Research Quarterly (2021)
Virginia E. Vitiello, Tutrang Nguyen, Erik Ruzek, Robert C.Pianta and Jessica Vick Whittaker, University of Virginia
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Academics of the early primary grades: Investigating the alignment of instructional practices from pre-K to third grade
Early Education and Development (2021)
Laura M. Justice, Hui Jiang, Kelly M. Purtell, Tzu-Jung Lin and Arya Ansari, Ohio State University
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Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
Early Education and Development (2021)
Susan M. Sheridan, Lisa L. Knoche, Courtney Boise, Amanda Witte, Natalie Koziol, Amanda Prokasky, Rachel Schumacher, and Hannah Kerby, University of Nebraska-Lincoln
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A missed opportunity? Instructional content redundancy in pre-K and kindergarten
AERA Open (2021)
Lora Cohen-Vogel, University of North Carolina at Chapel Hill; Michael Little, North Carolina State University; Wonkyung Jang, Margaret Burchinal, Mary Bratsch-Hines, University of North Carolina at Chapel Hill
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Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Early Childhood Research Quarterly (2021)
Arya Ansari, Ohio State University; Robert Pianta, Jessica Whittaker, Virginia Vitiello and Erik Ruzek, University of Virginia
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Is skill type the key to the pre-K fadeout puzzle? Differential associations between enrollment in pre-K and constrained and unconstrained skills across kindergarten
Child Development (2021)
Meghan McCormick, MDRC; Christina Weiland, University of Michigan; JoAnn Hsueh, MDRC; Mirjana Pralica, MDRC; Amanda K. Weissman, University of Michigan; Lillie Moffett, University of Michigan; Catherine Snow, Harvard Graduate School of Education and Jason Sachs, Boston Public Schools
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The adoption of public pre-kindergarten among the American states: An event history analysis
Educational Policy (2020)
Lora Cohen-Vogel, James Sadler, Michael H. Little, Becca Merrill, F. Chris Curran, University of North Carolina at Chapel Hill
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Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions
Early Education and Development (2020)
Arya Ansari, Ohio State University; Robert Pianta, Jessica Whittaker, Virginia Vitiello and Erik Ruzek, University of Virginia
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Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
Perspectives on Early Childhood Psychology and Education (2020)
Tutrang Nguyen, Tara Hofkens, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, and Erik A. Ruzek, University of Virginia
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“Quality” assurance features in state-funded early childhood education: A policy brief
Children and Youth Services Review (2020)
Becca Merrilla, Education Northwest; Lora Cohen-Vogel, University of North Carolina at Chapel Hill; Michael Little and James Sadler, North Carolina State University; Kenya Lee, Notre Dame University
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Triple alignment: Congruence of perceived preschool social networks between teacher, children and researchers
Frontiers in Psychology (2020)
Jing Chen, Tzu-Jung Lin, Hui Jiang, Laura M. Justice, Kelly M. Purtell and Jessica A. R. Logan, Ohio State University
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Associations between children’s media use and language and literacy skills
Frontiers in Psychology (2020)
Rebecca A. Dore, Jessica Logan, Tzu-Jung Lin, Kelly M. Purtell and Laura M. Justice, Ohio State University
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Characteristics of children’s media use and gains in language and literacy skills
Frontiers in Developmental Psychology (2020)
Rebecca A. Dore, Jessica Logan, Tzu-Jung Lin, Kelly M. Purtell and Laura Justice, Ohio State University
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Pathways to kindergarten: A latent class analysis of children’s time in early education and care
Early Education and Development (2020)
Nathan P. Helsabeck, Jessica A. R. Logan, Laura M. Justice, Kelly M. Purtell and Tzu-Jung Lin, Ohio State University
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Prevalence and prediction of kindergarten-transition difficulties
Early Childhood Research Quarterly (2020)
Hui Jiang, Laura M. Justice, Kelly M. Purtell, Tzu-Jung Lin and Jessica Logan, Ohio State University
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Influence of teachers’ grouping strategies on children’s peer social experiences in early elementary classrooms
Frontiers in Psychology (2020)
Saetbyul Kim, Tzu-Jung Lin, Jing Chen, Jessica Logan, Kelly M. Purtell and Laura M. Justice, Ohio State University
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Profiles of preschool attendance and children’s kindergarten readiness
Early Education and Development (2020)
Anna Rhoad-Drogalis, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell and Jessica Logan, Ohio State University
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Influences of teacher-child relationships and classroom social management on child-perceived peer social experiences during early school years
Frontiers in Psychology (2020)
Jing Chen, Hui Jiang, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell and Arya Ansari, Ohio State University
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Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their non-attending peers
Developmental Psychology (2020)
Arya Ansari, Ohio State University; Robert Pianta, Jessica Whittaker, Virginia Vitiello and Erik Ruzek, University of Virginia
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Measuring and improving quality in early care and education
Early Childhood Research Quarterly (2020)
Robert C. Pianta, Bridget K. Hamre, & Tutrang Nguyen, University of Virginia
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The classroom relational environment and children’s early development in preschool.
Social Development (2020)
Tutrang Nguyen, Arya Ansari, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, & Erik Ruzek, University of Virginia
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Can center-based care reduce summer slowdown prior to kindergarten? Exploring variation by family income, race/ethnicity, and dual language learner status.
American Educational Research Journal (2020)
McCormick, M. P., Pralica, M., Guerrero-Rosada, P., Weiland, C., Hsueh, J., Condliffe, B., … Snow, C.
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Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
Early Childhood Research Quarterly (2020)
Paola Guerrero-Rosada, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Jason Sachs, Catherine Snow, Michelle Maier
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Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year
Developmental Psychology (2020)
Meghan P. McCormick, MDRC; Amanda Ketner Weissman, Christina Weiland, University of Michigan; JoAnn Hsueh, MDRC; Jason Sachs, Boston Public Schools; and Catherine Snow, Harvard Graduate School of Education
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Understanding alignment in children’s early learning experiences: Policies and practices from across the United States
Early Childhood Research Quarterly (2020); Special Issue: IES Early Learning Network Study
Edited by Meghan P. McCormick, MDRC; Jessica F. Harding, Mathematica; and Dana McCoy, Harvard Graduate School of Education
See special issue online
Team papers:
(Mis)Alignment of instructional policy supports in Pre-K and kindergarten: Evidence from rural districts in North Carolina.
Early Childhood Research Quarterly (2020)
Lora Cohen-Vogel, James R. Sadler, University of North Carolina at Chapel Hill; Michael Little, American Institutes of Research; and Becca Merrill, Education Northwest
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Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study.
Early Childhood Research Quarterly (2020)
Carol McDonald Connor, Ashley Adams, Elham Zargar, Taffeta S. Wood and Deborah Lowe Vandell; University of California, Irvine
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Examining how rural ecological contexts influence children’s early learning opportunities.
Early Childhood Research Quarterly (2020)
Iheoma U. Iruka, Mark DeKraai, Janell Walther, Susan M. Sheridan and Tarik Abdel-Monem
HighScope Educational Research Foundation, University of Nebraska Public Policy Center and University of Nebraska–Lincoln
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Alignment and misalignment of classroom experiences from pre-K to kindergarten
Early Childhood Research Quarterly (2020)
Virginia E. Vitiello, Robert C. Pianta, Jessica E. Whittaker, and Erik A. Ruzek; University of Virginia
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Understanding policies and practices that support successful transitions to kindergarten
Early Childhood Research Quarterly (2020)
Kelly M.Purtell, Anne Valauri, Anna Rhoad-Drogalis, Hui Jiang, Laura M. Justice, Tzu-Jung Lin and Jessica A.R.Logan; The Ohio State University and University of Wisconsin-Madison
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Promoting content-enriched alignment across the early grades: A study of policies & practices in the Boston Public Schools
Early Childhood Research Quarterly (2020)
Meghan P. McCormick, Christina Weiland, JoAnn Hsueh, Michelle Maier, Rama Hagos, Catherine Snow, Nicole Leacock and Laura Schick; MDRC
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Children’s school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Journal of Applied Developmental Psychology (2020)
Robert C. Pianta, Jessica E. Whittaker, Virginia Vitiello, Erik Ruzek, Arya Ansari, Tara Hofkens, Jamie DeCoster; University of Virginia
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Longitudinal and geographic trends in family engagement during the pre-kindergarten to kindergarten transition
Early Childhood Education Journal (2019)
Susan M. Sheridan, Natalie Koziol, Amanda L. Witte, Iheoma Iruka and Lisa L. Knoche; University of Nebraska–Lincoln
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Data-driven decision-making in early education: Evidence from North Carolina’s pre-K program
Education Policy Analysis Archives (2019)
Michael Little, American Institutes for Research; Lora Cohen-Vogel, James Sadler and Becca Merrill; University of North Carolina at Chapel Hill
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Starting early: The benefits of attending early childhood education programs at age 3
American Educational Research Journal (2019)
Arya Ansari, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, and Erik A. Ruzek; University of Virginia
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Using self report surveys to measure pre-K children’s academic orientations: A psychometric evaluation
Early Childhood Research Quarterly (2019)
Erik A. Ruzek, Jamie Jirout, Katerina Schenke, Virginia E. Vitiello, Jessica V. Whittaker and Robert C. Pianta; University of Virginia
CRESST, University of California
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Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills
Early Childhood Research Quarterly (2019)
Mary E. Bratsch-Hines, Margaret Burchinal, Ellen Peisner-Feinberg, Ximena Franco; University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute
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Classroom process and practices in public pre-K programs: Describing and predicting educational opportunities in the early learning sector
Early Education and Development (2018)
Robert Pianta, Jessica Whittaker, Virginia Vitiello, Arya Ansari, Erik Ruzek; University of Virginia
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