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CUMULATIVE REFERENCES

Abbott-Shim, M. & Sibley, A. (1998). Assessment Profile for Early Childhood Programs: Research version. Atlanta, GA: Quality Assist.

Abbott-Shim, M., Lambert, R., & McCarty, F. (2000). Structural model of Head Start classroom quality. Early Childhood Research Quarterly, 15 (1), 115-134.

Administration on Children, Youth and Families. (2002). A descriptive study of Head Start families: FACES technical report I.Washington, DC: U.S. Department of Health and Human Services.

Administration on Children, Youth and Families. (2001). Head Start FACES: Longitudinal findings on program performance. Third progress report. Washington, DC: U.S. Department of Health and Human Services.

Administration on Children, Youth and Families. (1998). Head Start Program Performance Measures: Second progress report. Washington, DC: U.S. Department of Health and Human Services.

Administration on Children, Youth and Families. (1997). First progress report on the Head Start Program Performance Measures. Washington, DC: U.S. Department of Health and Human Services.

Administration on Children, Youth and Families. (1995). Charting our progress: Development of the Head Start Program Performance Measures. Washington, DC: U.S. Department of Health and Human Services.

Annie E. Casey Foundation (1999). 1999 Kids count data book: State profiles of child well-being. Baltimore, MD: Annie E. Casey Foundation.

Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541-552.

Barnett, W. S. (1998). Long-term effects on cognitive development and school success. Pp. 11-44 in Early Care and Education for Children in Poverty, edited by W. S. Barnett & S. S. Boocock. Albany, NY: State University of New York Press.

Blau, D. (1997).The production of quality in child care centers. Journal of Human Resources, 32, 354-387.

Bredekamp, S. (1986). The reliability and validity of the early childhood classroom observation scale for accrediting early childhood programs. Early Childhood Research Quarterly, 1, 103-118.

Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J. (1994). Family and classroom correlates of Head Start children’s developmental outcomes. Early Childhood Research Quarterly, 9, 289-309.

Bryk, A. S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage Publications.

Burts, D. C., Hart, C. H., Charlesworth, R., & Kirk, L. (1990). A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate practices. Early Childhood Research Quarterly, 5, 407-423.

Cost, Quality & Child Outcomes Study Team. (1995). Cost, quality and child outcomes in child care centers, public report, second edition. Denver: Economics Department, University of Colorado at Denver.

Dunn, L. M., Padilla, E. R., Lugo, D. E., & Dunn, L. M. (1986). Test de Vocabulario en Imagenes Peabody. Circle Pines, MN: American Guidance Service.

Feldhaus, K. M., Koziol-McLain, J., & Amsbury, H. L. (1997). Accuracy of 3 brief screening questions for detecting partner violence in the emergency department. Journal of the American Medical Association, 227(17), 1357.

Fishel, J. E., Storch, S. A., Spira, E. G., & Stolz, B. M. (2003). Enhancing emergent literacy skills in Head Start: First year curriculum evaluation results. Presented at Biennial Meeting of the Society for Research in Child Development,Tampa, FL.

Goal One Technical Planning Group. (1991). The Goal One Technical Planning Subgroup report on school readiness. In National Education Goals Panel (Ed.), Potential strategies for long-term indicator development: Reports of the technical planning subgroups (Report No. 91-0, pp. 1-18). Washington, DC: National Education Goals Panel.

Goal One Technical Planning Group. (1993). Reconsidering children’s early development and learning: Toward shared beliefs and vocabulary. Draft report to the National Education Goals Panel. Washington, DC: National Education Goals Panel.

Hall, L., Williams, C., & Greenberg, R. (1985). Supports, stressors, and depressive symptoms in low-income mothers of young children. American Journal of Public Health, 75, 518-522.

Haskins, R. (1989). Beyond metaphor:The efficacy of early childhood education. American Psychologist, 44(2), 274-282.

Hayes, C., Palmer, J., & Zaslow, M. (1990). Who cares for America’s children? Child care policy for the 1990s. Report of the Panel on Child Care Policy, Committee on Child Development Research and Public Policy, National Research Council. Washington, DC: National Academy Press.

Howes, C., Phillips, D., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449-460.

Kontos, S., & Fiene, R. (1987). Child care quality, compliance with regulations, and children’s development: The Pennyslvania Study. In D. Phillips (ed.), Quality in child care: What does the research tell us? (pp. 57-79). Washington, DC: National Association for the Education of Young Children.

Lange, S. M. (2000). The challenges confronting children of incarcerated parents. Journal of Family Psychotherapy, 11(4), 61-68.

Layzer, J., Goodson., B., & Moss, M. (1993). Final report volume 1: Life in preschool. Cambridge, MA: Abt Associates, Inc.

Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126(2), 309-337.

Liaw, F., & Brooks-Gunn, J. (1994). Cumulative familial risks and low birth weight children’s cognitive and behavioral development. Journal of Clinical Child Psychology, 23, 360-372.

McKey, R. H., Condelli, L., Ganson, H., Barrett, B. J., McConkey, C., & Plantz, M. C. (1985). The impact of Head Start on children, families, and communities. (DHHS Publication No. OHDS 85-31193). Washington, DC: U.S. Government Printing Office.

NICHD Early Child Care Research Network (ECCRN). (2000). The relation of child care to cognitive and language development. Child Development, 71, 823-839.

Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children’s child-care experiences and concurrent development: The Cost, Quality and Outcomes Study. Merrill-Palmer Quarterly. 43, 3. 451-477.

Peisner-Feinberg, E. S., Burchinal, M .R., Clifford, R. M., Culkin, M. L, Howes, C., Kagan, S. L., &Yazejian, N. (2001). The Relation of Preschool Child-Care Quality to Children’s Cognitive and Social Developmental Trajectories through Second Grade.
Child Development, 72(5), 1534-1553.

Phillips, D., & Howes, C. (1987). Indicators of quality in child care: Review of the research. In D. A. Phillips (Ed.), Quality in child care:What does research tell us? (pp. 1-19). Research Monograph of the National Association for the Education of Young Children, Vol. 1.Washington, DC: NAEYC.

Phillips, D., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543.

Phillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and beyond the classroom door:Assessing quality in child care centers. Early Childhood Research Quarterly. 15 (4), 475-496.

Phillips, M., Brooks-Gunn, J., Duncan, G. J., Klebanov, P., & Crane, J. (1998). Family background, parenting practices, and the black-white test score gap. Pp. 103-145 in The Black-White Test Score Gap, edited by C. Jencks & M. Phillips, Washington DC: Brookings Institution Press.

Pianta, R. C., & McCoy, S. J. (1997). The first day of school: The predictive validity of early school screening. Journal of Applied Developmental Psychology, 18, 1-22.

Radloff, L. S. (1977). The CES-D scale: A self report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401.

Resnick, G., McKey, R. H., & Klayman, D. (2001). The evaluation of early childhood education programming in the 30 Abbott School Districts: First-year report on program implementation and descriptions of children and families. (Contract No. A43078). Trenton, NJ: New Jersey Department of Human Services and New Jersey Department of Education.

Rosenthal, R. & Rosnow, R. L. (1984). Essentials of behavioral analysis: Methods and data analysis. NewYork: McGraw-Hill.

Ruopp, R., Travers, J., Glantz, F., & Coelen, C. (1979). Children at the center: Final results of the National Day Care Study. Boston: Abt Associates

Scarr, S., & Eisenberg, M. (1993). Child care research: Issues, perspectives and results. Annual Review of Psychology, 44, 613-644.

Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1992). Measurement of quality in child care centers. Early Childhood Research Quarterly, 9, 131-151.

Singer, J. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 24(4), 323-355.

Smith,T., Kleiner, A., Parsad, B., & Farris, E. (2002). Prekindergarten in U.S. public schools: 2000-2001 (NCES 2003-019). U.S. Department of Education, National Center for Education Statistics:Washington, DC.

Whitebook, M., Howes, C., & Phillips, D. (1989). Who Cares? Child care teachers and the quality of care in America (Final report of the National Child Care Staffing Study). Oakland, CA: Child Care Employee Project.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.

Zill, N., & West, J. (2001). Entering kindergarten: A portrait of American children when they begin school. Washington, DC: National Center for Education Statistics, U.S. Department of Education.



 

 

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