Tables
1.1Core elements of early childhood programs and services and linkage to key principles of effectiveness
2.1Intended dosage and content of exemplar preschool programs
4.1Curricula used in Head Start, pre-K, and other state and locally funded programs
4.2Publishers and costs of widely used curricula packages in preschool programs
6.1Demographic characteristics of children, families, and schools (n = 975)
6.2Descriptive statistics for and correlations between instructional practices in Head Start and kindergarten (n = 975)
6.3Descriptive statistics for children’s academic and social-emotional skills in Head Start and kindergarten (n = 975)
6.4Classroom instructional practices and children’s development of academic skills during kindergarten (n = 975)
6.5Classroom instructional practices and children’s development of social-emotional skills during kindergarten (n = 975)
8.1Midwest Child–Parent Center expansion core elements and collaboration
8.2Percentage of time in instructional activities by Chicago full-day and part-day classes
8.3Child–Parent Center estimates for school readiness, parent involvement, and achievement in two studies
9.1Do states require ECE training and/or licensure for pre-K–third grade teachers?
9.2For child care center licensing standards, what educational requirements do states require birth-to-5 educators to have?
9.3How do states help to make sure prospective teachers are prepared to teach reading?
9.4States that offer recommendations or have requirements for pre-K–third grade assessment
9.5States that can link child-level data from early childhood programs to K–12 longitudinal data system
9.7State provision of full-day pre-K and full-day kindergarten
10.1Effects of preschool participation in the Child–Parent Centers
10.2Benefit–cost findings of selected early childhood interventions (2012 dollars)
12.1Adult outcomes for Abecedarian participants by preschool treatment and gender
12.2Hypothesized mediators for long-term Abecedarian treatment impacts
12.3Mediational analyses showing statistically significant and marginal indirect paths from treatment through mediators to adult outcomes
13.1Learning and literacy components (IT-home score) available in the IHDP sample
15.1Hallmarks of early childhood education programs that produced large benefits
