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.
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.
Improving Classroom Practices in Head Start Settings
This report offers lessons about using coaches to help teachers carry out a program for improving pre-kindergarteners’ social and emotional readiness for school. It addresses selection of the coaching model; coach hiring, training, support, and supervision; coaching processes; and program management, data, and quality assurance.
Implementation Lessons from the Foundations of Learning Demonstration
Foundations of Learning provided in-class training and support to teachers, and one-on-one clinical services to children, to enhance preschool quality. This report offers lessons regarding program design, management, staffing, and professional development issues that arose during implementation in Newark, NJ.
A Preview of Findings from the Foundations of Learning Demonstration
Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers’ classroom management and productivity, reduced children’s conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools.