Project Activities
This research project tests the hypothesis that the impacts of early intervention depend on intervention starting in preschool and continuing into the early primary school years. The researchers will randomly assign half of the schools to Curiosity Corner and half to the current program approach that is already in place. Half of the students in each group will then be randomly assigned to the Success for All program for kindergarten and first grade, and half to schools that are continuing to use the approach they already have in place. The study includes 280 children (4-years old) in 32 classrooms in 20 high poverty schools. Participating children are in a variety of programs, including Head Start, day care, and public pre-K, with some children in half-day programs, and others in full-day programs. The students come from families with various racial and ethnic backgrounds, and at least 65 percent are eligible for free lunch.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Book chapters
Chambers, B., Cheung, A., and Slavin, R.E. (2006). Effective Preschool Programs for Children at Risk of School Failure: A Best-Evidence Synthesis. In B. Spodek (Ed.), Handbook of Research on the Education of Young Children (pp. 347-360). New York: Erlbaum.
Journal articles
Chambers, B. (2009). Curiosity Corner: Getting all Children Ready for School. Early Childhood Services, 3(3): 227-243.
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. (IES GPO Report)
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
