SIG-Early Education and Child Development

James A. Griffin, National Institute of Child Health and Human Development

What Fade-Out? Full-Day, Play-Based Kindergarten Has Academic Benefits That Last - Janette P. Pelletier, University of Toronto; James E. Corter, Teachers College, Columbia University; Carl M. Corter, University of Toronto - OISE

The Impact of Transitional Kindergarten in California on Kindergarten Outcomes - Karen Manship, American Institutes for Research; Heather E. Quick, American Institutes for Research; Aleksandra Holod, American Institutes for Research; Iliana Brodziak de los Reyes, American Institutes for Research; Burhan Ogut, American Institutes for Research; Jennifer Anthony, American Institutes for Research

Preschool Context, Executive Functioning, and Early Achievement Gaps: A Study of a Mixed-Delivery Preschool System - Rama M Hagos, MDRC; Meghan P. McCormick, MDRC; JoAnn Hsueh, MDRC; Christina Weiland, University of Michigan

Impacts of Targeted and Global Preschool Curricula on Children's School Readiness: A Meta-Analytic Review - Tutrang Chung Nguyen, University of California - Irvine

Statewide Public Pre-K Education Associated With Better Academic and Social Outcomes in Third Grade - Craig T. Ramey, Virginia Tech; Sharon Landesman Ramey, Virginia Polytechnic Institute and State University; Gary Asmus; Billy Stokes, University of Louisiana at Lafayette; Maria Stack Hankey, Virginia Polytechnic Institute and State University

Longitudinal Outcomes of Inclusive Practice in Early Childhood Education - Kristin Ann Brooks, Santa Clara County Office of Education; Jan Weiner; Nicol R. Howard, University of Redlands