Christina Weiland's research while affiliated with University of Michigan and other places

... It has been shown that parents' PSS can significantly influence parenting levels [4], parental emotions [5], and the HLE [6]. Early parental involvement, young children's family characteristics, and the HLE created by parents all influence the development of the ATLs in young children [7][8][9][10][11]. ...

... Cumulative empirical literature (e.g., Bus, Van Ijzendoorn & Pellegrini, 1995;Niklas, Cohrssen & Tayler, 2016;Pace et al., 2019;Dickinson & Morse, 2019) has documented the contribution of SBR to children's literacy development and socio-emotional well-being (Martin et al., 2022). As a culturally grounded activity (see Leyva et al., 2022;Carmiol, Sparks & Conejo, 2022), SBR's benefits vary in relation to a range of socially contingent factors, including the frequency and quality of parents' reading at home (Noble et al., 2019;Dowdall et al., 2020). ...

... While the necessity of quantifying pre-kindergarten as being highquality for all children, and especially so for children who have been historically and structurally overlooked and marginalized, is critical, this task remains elusive given the inherent limitations imbedded in such instruments. In addition to the previously noted lack of cultural awareness, for example, the CLASS (Pianta et al., 2008) has also been demonstrated to be limited in predicting pre-kindergarten skills of math, language, and executive function (Guerrero-Rosado et al., 2021;McDoniel et al., 2022) for children, and as not individualized to children's specific learning (Maier et al., 2022;Moffett el al., 2021). There is more recently a growing body of literature that puts forward alternatives to strictly measuring quality by the narrow delineation which is the CLASS (Pianta et al., 2008). ...

... Los datos de video también informaron un estudio sobre fidelidad de implementación del modelo UBC (Mendive et al., 2014). Otros aspectos de la evaluación sirvieron para realizar el primer estudio riguroso sobre asistencia a la educación parvularia en Chile (basado en datos recolectados a través de observación directa durante 10 días seleccionados aleatoriamente a lo largo del año escolar; Arbour et al., 2014); un estudio de evaluación de impacto del terremoto del 2010 en la atención y función ejecutiva de los niños en prekínder y kínder (Gomez & Yoshikawa, 2017); y el primer estudio en América Latina que vinculó la calidad de la enseñanza observada en el aula con el crecimiento en indicadores de aprendizaje y desarrollo de los alumnos que asisten a educación preescolar . ...

... Sixth, we searched the reference lists of three included studies that met inclusion criteria, and because they were under review at journals, they represented the most recent research. They also represented different types of interventions, including text messaging , picture books , and food routines (Leyva et al., 2021). ...

... Preschool lottery contexts are very promising for additional such evidence. Blocked random assignment otherwise can be quite difficult to implement and is often under-powered for impact variation analyses in the early education context due to factors like small numbers of classrooms in centers compared to K-12 settings (Sabol et al., 2022). ...

... To do so, we draw on an unusually rich data set, spanning the kinds of administrative data common in public schools, district-collected assessments, and additional researcher-collected data on academic achievement, socioemotional measures, family data, and teacher characteristics. Data available on K-2 students typically are less robust than data for older students (Weiland et al., 2021); our rich dataset presents the opportunity to test whether any additional, less-typical data may be particularly useful in early warning systems. Using these data, we compared model performance using the area under the receiver operating characteristic curve (AUC) (Mandrekar, 2010). ...

... As illustrated there, the majority of the sample was eligible for free-or reduced-price lunch and the students were diverse with respect to racial/ethnic background and parental education, among other characteristics. As described more fully in McCormick et al., 2021, the public schools in the sample are representative of the broader population of BPS elementary schools and the students in our analytic sample differed slightly from the broader sample of kindergarten students in BPS. ...

... For example, Boston used an early reading assessment called DIBELS for many years while surrounding districts did not and further, such data were not compiled at the state level. A study of Boston Prekindergarten that leveraged these data could do so accordingly only for children who remained in BPS schools (Weiland, Unterman, & Shapiro, 2021). But when available and when equivalent across districts, these data offer promise for providing more timely, policy relevant evidence on the effects of preschool programs. ...

... The program has garnered a high profile since its inception due to its attention to quality and research-backed practices. 3 For instance, lead Boston Pre-K teachers are compensated on the same pay scale as BPS K-12 teachers and must hold a minimum of a bachelor's degree and either have a master's degree or be working to attain a master's degree within five years. BPS Pre-K teachers also receive curriculumspecific training and in-class support from experienced early childhood coaches. ...