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Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning during Kindergarten. CEPA Working Paper No. 16-18
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Doss, Christopher; Fahle, Erin M.; Loeb, Susanna; York, Benjamin N. – Stanford Center for Education Policy Analysis, 2017
Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study the effects of a text-based program for kindergarten parents, distinguishing a general program from one that adds differentiation and personalization based on the child's developmental level. Children in the…
Descriptors: Kindergarten, Intervention, Educational Benefits, Child Development
Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start
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Mashburn, Andrew J.; Downer, Jason T. – Society for Research on Educational Effectiveness, 2013
The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010).…
Descriptors: Early Intervention, Disadvantaged Youth, School Readiness, Parent Role