Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (Prek) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data
Universal Screening of Hunger, Tiredness, and Sickness: Implications for Kindergarten Readiness and Racial/Ethnic Disparities
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
Listening to New York City’s ECE Workforce: Towards a More Equitable Post-Pandemic Early Care and Education System
Instructional Practices and Supports of Emergent Multilingual Learners in Universal Prekindergarten Classrooms in New York City
