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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, 2023-01, Vol.9

2023

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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, 2021, Vol.54, p.1-12

2021

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Working Nonstandard Schedules and Variable Shifts in Low-Income Families: Associations With Parental Psychological Well-Being, Family Functioning, and Child Well-Being

Developmental psychology, 2007-05, Vol.43 (3), p.620-632

2007

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Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

Developmental psychology, 2020-04, Vol.56 (4), p.710-726

2020

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Effects of Relationship Education on Couple Communication and Satisfaction: A Randomized Controlled Trial With Low-Income Couples

Journal of consulting and clinical psychology, 2016-02, Vol.84 (2), p.156-166

2016

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One Score to Rule Them All? Comparing the Predictive and Concurrent Validity of 30 Hearts and Flowers Scoring Approaches

Assessment (Odessa, Fla.), 2024-12, Vol.31 (8), p.1702-1720

2024

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Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

Child development, 2021-07, Vol.92 (4), p.e599-e620

2021

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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, 2023-04, Vol.115 (3), p.460-474

2023

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Designing equity‐centered early learning assessments for today's young children

Child development perspectives, 2024-09

2024

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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, 2023-04, Vol.115 (3), p.460

2023

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Fast-Response Research to Answer Practice and Policy Questions

The Future of children, 2021-03, Vol.31 (1), p.75-96

2021

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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, 2020-01, Vol.52, p.57-73

2020

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Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools

Early childhood research quarterly, 2024-01, Vol.67, p.89-100

2024

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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, 2024-05, Vol.35 (4), p.667-690

2024

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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, 2023-01, Vol.63, p.313-326

2023

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Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Journal of applied developmental psychology, 2021-11, Vol.77, p.101346, Article 101346

2021

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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, 2022-07, Vol.58 (7), p.1298-1317

2022

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Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

Early childhood research quarterly, 2022-01, Vol.60, p.96-109

2022

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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, 2021-04, Vol.58 (2), p.420-455

2021

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Marital Interactions, Family Intervention, and Disagreements: A Daily Diary Study in a Low‐income Sample

Family process, 2018-06, Vol.57 (2), p.359-379

2018

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Moods, Stressors, and Severity of Marital Conflict: A Daily Diary Study of Low-Income Families

Family relations, 2017-07, Vol.66 (3), p.425-440

2017

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The Effects of Building Strong Families: A Healthy Marriage and Relationship Skills Education Program for Unmarried Parents

Journal of policy analysis and management, 2012-03, Vol.31 (2), p.228-252

2012

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Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Journal of child and family studies, 2018-05, Vol.27 (5), p.1460-1472

2018

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Building toward Effectiveness

The Future of children, 2021-04, Vol.31 (1), p.161-168

2021

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Building toward Effectiveess

The Future of children, 2021-03, Vol.31 (1), p.161-168

2021

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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

Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study

Working Nonstandard Schedules and Variable Shifts in Low-Income Families: Associations With Parental Psychological Well-Being, Family Functioning, and Child Well-Being

Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

Effects of Relationship Education on Couple Communication and Satisfaction: A Randomized Controlled Trial With Low-Income Couples

One Score to Rule Them All? Comparing the Predictive and Concurrent Validity of 30 Hearts and Flowers Scoring Approaches

Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

Enrollment in Pre-K and Children's Social-Emotional and Executive Functioning Skills: To What Extent Are Associations Sustained Across Time?

Designing equity‐centered early learning assessments for today's young children

Enrollment in Pre-K and Children's Social-Emotional and Executive Functioning Skills: To What Extent Are Associations Sustained across Time?

Fast-Response Research to Answer Practice and Policy Questions

Promoting content-enriched alignment across the early grades: A study of policies & practices in the Boston Public Schools

Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners' Academic Achievement

Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools

Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

Marital Interactions, Family Intervention, and Disagreements: A Daily Diary Study in a Low‐income Sample

Moods, Stressors, and Severity of Marital Conflict: A Daily Diary Study of Low-Income Families

The Effects of Building Strong Families: A Healthy Marriage and Relationship Skills Education Program for Unmarried Parents

Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Building toward Effectiveness

Building toward Effectiveess

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