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About IES

Laurie Brotman

Associated IES Content

Grant

Efficacy Follow-up of ParentCorps: Long-term Impact of Early Childhood Family-Focused Intervention on Academic Achievement

The well-documented achievement gap for low-income, minority children is already present in kindergarten, with students who do not perform at grade level early on unlikely to catch up. ParentCorps is a family-focused, school-based intervention that aims to buffer the adverse effects of poverty on child development by engaging and supporting parents and teachers at school entry. An IES-funded cluster randomized controlled trial (RCT) compared schools randomly assigned to implement ParentCorps...
Federal funding program:
Education Research Grants
Award number:
R305A140298

Minutes of Meeting: October 30, 2014

NBES meeting minutes on October 30, 2014

FY2017

FY2017 Early Intervention and Early Childhood Education Peer Review Panel

FY2016

FY2016 Early Intervention and Early Childhood Education Peer Review Panel

FY2015

FY2015 Early Intervention and Early Childhood Education Peer Review Panel
Grant

Academic Achievement Outcomes from a Pre-K Family and School Intervention

Ethnic minority students from schools in disadvantaged, urban neighborhoods are at high risk for problems in school including grade retention, academic underachievement, and school dropout. Prospective longitudinal studies indicate that behavior problems in early childhood, especially physical aggression, predict poor academic achievement. This suggests that prevention of aggression in early childhood may lead to higher academic attainment, yet experimental studies addressing this important ...
Federal funding program:
Education Research Grants
Award number:
R305A100596
Grant

Promoting School Success in Children Attending Pre-K Programs in Poor, Urban Schools

The purpose of this project was to test ParentCorps, a universal, preventive school- and family-based mental health program for pre-kindergarten children from poor, urban communities. The program aims to prevent conduct problems and improve academic achievement among children by promoting effective parenting and teaching strategies and parent-school involvement at the transition to kindergarten.
Federal funding program:
Field Initiated Evaluations of Education Innovations
Award number:
R305F050245
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