Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (Prek) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data
A New Approach to Sustaining Pre-K Impacts: Leveraging Naturally Occurring Lotteries to Examine a District-Wide Rollout of Instructional Alignment Across Pre-K and Kindergarten
Learning Experiences Vary Across Young Children in the Same Classroom: Evidence From the Individualizing Student Instruction Measure in the Boston Public Schools
Enrollment in Pre-K and Children’s Social-Emotional and Executive Functioning Skills: To What Extent are Associations Sustained Across Time?
Professional Development in the Time of COVID-19: Evidence and Insights from Early Educators in the Boston Public Schools
Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
