This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M[subscript age] = 4.49 years) were recruited from Head Start classrooms which were randomized to…

Background: Public preschool can provide opportunities for earlier detection of child health problems and receipt of special needs services. This is especially important for children from low-income households who disproportionately face cost barriers to obtaining health screenings and services. Objective: This study explores the possibility that…

Developmentally and culturally appropriate program behavior policies that are clearly communicated and implemented successfully can prevent exclusion and positively impact teachers, children, and families. However, it is unclear if policies are high quality or designed to equitably support positive behavior. We examined behavior policies from 41…

Despite frequent reliance on teacher and parent ratings of children's behavior for multi-informant assessment, agreement between teachers' and parents' ratings is low. This study examined the predictive utility of teacher and parent ratings for children's self-regulatory outcomes (i.e., executive function, continuous performance task) in four…

Early care and education (ECE) programs can provide a lifetime of benefits to children and families, but a lack of public support leaves these valuable services vulnerable to collapse during economic downturns. The COVID-19 pandemic was a particularly intense emergency for ECE providers: closures due to illness or shelter-in-place ordinances…