Sustaining Early Childhood Learning Gains

Arthur J. Reynolds is a professor in the Institute of Child Development at the University of Minnesota. A leading expert in the early intervention field, he directs the Chicago Longitudinal Study, one of the largest studies of the effects of early education. Judy A. Temple is a professor in the Humphrey School of Public Affairs at the University of Minnesota. Her research focuses on the evaluation of long-term effects of early educational interventions and policy evaluation.

Foreword Karen Hanson; Introduction and overview; 1. Increasing and sustaining gains in early learning Arthur J. Reynolds and Judy A. Temple; Part I. Program Dosage and Quality: 2. Synthesis of preschool dosage: how quantity, quality and content impact child outcomes Barbara A. Wasik and Emily K. Snell; 3. Teacher influences and program effectiveness in early childhood education Gregory Camilli; 4. Boosting school readiness with preschool curricula Greg J. Duncan, Jade M. Jenkins and Tutrang Nguyen; 5. What can we learn from state-of-the-art early childhood education programs? Beth Meloy, Madelyn Gardner, Marjorie Wechsler and David Kirp; Part II. Preschool-to-3rd Grade Continuity: 6. Patterns of experiences across head start and kindergarten classrooms that promote children's development Andrew J. Mashburn and Rita Yelverton; 7. Quality and continuity in young children's educational experiences Deborah J. Stipek; 8. Child-parent center preschool to 3rd grade: a school reform model to increase and sustain gains Arthur J. Reynolds; 9. State policies that support children's literacy through PreK-3rd grade education Laura Bornfreund and Abbie Lieberman; Part III. School and Family Processes of Impacts Over Time: 10. School-related and family processes leading to long-term intervention effects Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi and Momoko Hayakawa; 11. Lessons on sustaining gains from the life-course study of Perry Preschool Lawrence J. Schweinhart; 12. Sustaining gains from early childhood intervention: the Abecedarian program Frances A. Campbell, Yi Pan and Margaret Burchinal; 13. Differential effects of high-quality early care: lessons from the Infant Health and Development program Juan C. Chaparro, Aaron J. Sojourner and Nathan Huey; Part IV. Synthesis and Guiding Principles: 14. Enhancing children's outcomes since 'Eager to Learn' Barbara A. Bowman; 15. Reframing policy and practice deliberations: twelve hallmarks of strategies to attain and sustain early childhood gains Craig T. Ramey and Sharon Landesman Ramey.