The purpose of this study is to determine if The Project Approach enhances young children's school readiness during preschool, and their subsequent school achievement in kindergarten and first grade. Complementary research focuses on the development of children's academic and metacognitive skills, as well as the experiences of teachers going through a professional development experience.

Products and Publications

IES published report (GPO)

Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office.

Journal article, monograph, or newsletter

Powell, D.R., Burchinal, M.R., File, N., and Kontos, S.J. (2008). An Eco-Behavioral Analysis of Children's Engagement in Public School Preschool. Early Childhood Research Quarterly, 23(1): 108–123.

Powell, D.R., Son, S., File, N., and Froiland, J. (2012). Changes in Parental Involvement Across the Transition From Public School Prekindergarten to First Grade and Children's Academic Outcomes. The Elementary School Journal, 113(2): 276–300.

Powell, D.R., Son, S., File, N., and San Juan, R.R. (2010). Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten. Journal of School Psychology, 48: 269–292.