Burchinal, M.R., Campbell, F.A., Bryant, D.M., Wasik, B.H., and Ramey, C.T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development, 68, 935-954.

Burchinal, M., Kainz, K., and Cai, Y. (2011). How well do our measures of quality predict child outcomes? A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings. In M. Zaslow (Ed.) Reasons to take stock and strengthen our measures of quality. Baltimore, MD: Brookes.

Burchinal, M., McCartney, K., Steinberg, L., Crosnoe, R., Friedman, S.L., McLoyd, V., and NICHD Early Child Care Research Network (2011). Examining the black-white achievement gap among low-income children using the NICHD Study of Early Child Care and Youth Development. Child Development, 82(5), 1404-1420.

Bus, A.G., and van IJzendoorn, M.H. (1988). Mother-child interactions, attachment and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.

Buysse, V., and Peisner-Feinberg, E. (2010). Recognition and response: Response to intervention for pre-K. Young Exceptional Children, 13, 2-13.

Camilli, G., Vargas, S., Ryan, S., and Barnett, W.S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579-620.

Carnevale, A. P., Smith, N., and Strohl, J. (2010, June). Help wanted: Projections of jobs and education requirements through 2018. Washington, DC: Georgetown University Center on Education and the Workforce.

Caspe, M., and Lopez, E.M. (2006). Lessons from family-strengthening interventions: Learning from evidence-based practice. Cambridge, MA: Harvard Family Research Project.

Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B.A., Kisker, E.E., Roggman, L.A., and Fuligni, A.S. (2009). Contributions of the parenting environment during the first five years of life to child outcomes at kindergarten entry in a low-income sample. Early Education and Development, 20, 958-977.

Chetty, R., Friedman, J.N., and Rockoff, J.E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. Working Paper 17699. Cambridge, MA: National Bureau of Economic Research.

Clements, D., and Sarama, J. (2008). Experimental evaluation of the effects of research-based preschool mathematics curriculum. American Educational Research Journal, 45, 443-494.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement