This report evaluates an early education program aimed at providing high-quality language and literacy instruction to children in underserved communities. The report examines how services delivered by senior volunteers enhanced preschoolers’ experiences in the classroom and whether this program model shows promise for improving children’s literacy and social-emotional development.
Improving Math Instruction in New York City
An evidence-based preschool math curriculum called Building Blocks, combined with ongoing professional development, was compared with “business as usual” pre-K programs across 69 public schools and community-based organizations. This report contains interim findings on the implementation of the model, the amount and quality of its math instruction, and children’s learning outcomes.
Large-Scale Implementation of Programs to Improve Children’s Social-Emotional Competence
This report describes the extent to which three different classroom-based social-emotional strategies and related professional development supports were implemented as intended in Head Start centers, as well as the degree to which teachers’ practices changed as a result.
Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago
Intensive professional development and in-class support for preschool teachers produced more positive teacher-student interactions, more effective management of challenging behaviors, less problem behavior, higher engagement in learning, and more instruction time. However, there was no clear effect on short-term academic achievement, and the long-term effects on children remain uncertain.