41.083-3 - Expanding and Understanding: Evidence on Classroom Processes and Taking Early Childhood Interventions to Scale

• In Event: 41.083 - Roundtable Session 15

Session Type: Roundtable Session

Abstract

This session explores a range of policy questions related to preschool and kindergarten. The panel includes results from a large-scale RCT of a high quality preschool mathematics curriculum as well as results from the expansion of a model prekindergarten program in Boston. In addition to these two papers exploring the effects and implementation of preschool programming, the panel includes a paper that analyzes the mathematics content of 16 widely used preschool curricula from a list recommended by Head Start. The fourth paper on the panel analyzes observations of kindergarten classrooms in a large urban district to understand the quality and quantity of mathematics content kindergartners are exposed to during the implementation of the Common Core State Standards.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 9: Policy Implementation and Going to Scale

Chair

• Mimi Engel, University of Colorado Boulder

Papers

• Actionable Lessons From Boston's Scale-Out of Public Pre-Kindergarten Into Community-Based Organizations - Monica Stumpff Yudron, University of Massachusetts - Boston; Christina Weiland, University of Michigan; Jason Sachs, Boston Public Schools

• Math in Preschool: A Review of the Mathematics Activities in the Most Widely Used Preschool Curricula - Amy Claessens, University of Chicago; Dale C. Farran, Vanderbilt University; Sarah H. Eason, University of Chicago; Sascha Mowery; Luke Rainey; Sarah Leonard

• Understanding Mathematics Instruction in Kindergarten: Evidence From a Large Urban District - Mimi Engel, University of Colorado Boulder; Robin Tepper Jacob, University of Michigan; Sarah Kabourek, Vanderbilt University - Peabody College