Based on the Fragile Families and Child Wellbeing Study Year-5 wave, 1,983 children were identified as Head Start eligible children (503 Head Start enrolled children, 1,435 Head Start eligible nonparticipant) to address: (1) How do child and family characteristics differ between Head Start participants and non-participants? (2) How do Head…

The purpose of this study was to examine early mathematical skill differences among preschool children in US Head Start classrooms. Latent class analysis based on six early mathematical subtest scores (i.e. counting aloud, measurement, counting objects, numbers and shapes, pattern recognition, and grouping) from a sample of 279 Head Start children…

Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the "ExCELL" ("Ex"ceptional "C"oaching for "E"arly "L"anguage and "L"iteracy) language and literacy professional development intervention for…

Useful assessment outcomes (as manifest through assigned scores) must show reasonable variation across children because it is that variation that presumably defines children's individual differences. Alternatively it is conceivable that some portion of the variability in assessment outcomes does not reflect child differences but rather differences…

This final report reviews a program of theoretical and empirical research focusing on the ability determinants of individual differences in skill acquisition. An integrative framework for information processing and cognitive ability determinants of skills is presented, along with principles for ability-skill relations. Three major patterns of…

In this intact-groups, quasi-experimental study, 115 unemployed job seekers who utilized federally funded labour market interventions were compared on program usage (long- or short-term), personality, personal meaning, employability skills, job search length, and pain and suffering. Results did not find significant differences in program usage or…