Continues a previous five-year follow-up of preterm and full-term children by studying the continuity in their intellectual and emotional development. Prematurity was predictive for school adjustment at ages six and seven only when regression was performed on the preterm group, but failed to be predictive when mixed groups of preterm and full-term…

With over half the nation's infants and toddlers in regular, non-parental child care, the quality of that care is a priority concern for policymakers. Many studies show that high-quality child care supports the positive social, emotional, and cognitive development of young children. The research summarized in this policy brief identifies factors…

This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how children's skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer-term achievement outcomes, namely test scores at the end of fifth grade, and…