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Variation in the long-term benefits of child care: The role of classroom quality in elementary school.
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/9781118963418.childpsy406openalex-snapshot
Early Childcare and Education
inferredcites →https://doi.org/10.1002/pds.1673openalex-snapshot
Goodness‐of‐fit diagnostics for the propensity score model when estimating treatment effects using covariate adjustment with the propensity score
inferredcites →https://doi.org/10.1016/j.appdev.2007.06.005openalex-snapshot
Infant–mother attachment security and children's anxiety and aggression at first grade
inferredcites →https://doi.org/10.1016/j.appdev.2017.05.001openalex-snapshot
Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning
inferredcites →https://doi.org/10.1016/j.childyouth.2012.01.026openalex-snapshot
Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings
inferredcites →https://doi.org/10.1016/j.ecresq.2006.10.002openalex-snapshot
The persistence of preschool effects: Do subsequent classroom experiences matter?
inferredcites →https://doi.org/10.1016/j.ecresq.2014.03.006openalex-snapshot
Selection into early education and care settings: Differences by developmental period
inferredcites →https://doi.org/10.1016/j.ecresq.2014.12.005openalex-snapshot
Do the short-term effects of a high-quality preschool program persist?
inferredcites →https://doi.org/10.1016/j.ecresq.2015.01.001openalex-snapshot
Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment
inferredcites →https://doi.org/10.1016/j.ecresq.2017.07.002openalex-snapshot
The selection of preschool for immigrant and native-born Latino families in the United States
inferredcites →https://doi.org/10.1016/j.jacc.2016.10.060openalex-snapshot
Comparison of Propensity Score Methods and Covariate Adjustment
inferredcites →https://doi.org/10.1037/0012-1649.43.6.1428openalex-snapshot
School readiness and later achievement.
inferredcites →https://doi.org/10.1037/1082-989x.7.2.147openalex-snapshot
Missing data: Our view of the state of the art.
inferredcites →https://doi.org/10.1037/a0033709openalex-snapshot
Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth development.
inferredcites →https://doi.org/10.1037/a0037996openalex-snapshot
Replication and robustness in developmental research.
inferredcites →https://doi.org/10.1037/dev0000101openalex-snapshot
The selection of children from low-income families into preschool.
inferredcites →https://doi.org/10.1037/dev0000169openalex-snapshot
Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development.
inferredcites →https://doi.org/10.1037/edu0000255openalex-snapshot
The persistence of preschool effects from early childhood through adolescence.
inferredcites →https://doi.org/10.1080/00273171.2011.568786openalex-snapshot
An Introduction to Propensity Score Methods for Reducing the Effects of Confounding in Observational Studies
inferredcites →https://doi.org/10.1080/02796015.2009.12087852openalex-snapshot
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
inferredcites →https://doi.org/10.1080/15575330609490207openalex-snapshot
Choice and Accommodation in Parental Child Care Decisions
inferredcites →https://doi.org/10.1080/19345747.2016.1232459openalex-snapshot
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
inferredcites →https://doi.org/10.1093/qje/qjw016openalex-snapshot
Teacher Quality and Learning Outcomes in Kindergarten *
inferredcites →https://doi.org/10.1097/00004703-199308010-00004openalex-snapshot
The Early Infancy Temperament Questionnaire
inferredcites →https://doi.org/10.1111/cdev.12048openalex-snapshot
Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
inferredcites →https://doi.org/10.1111/cdev.12099openalex-snapshot
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
inferredcites →https://doi.org/10.1111/j.1467-8624.1984.tb03817.xopenalex-snapshot
The Relation of Infants'Home Environments to Achievement Test Performance in First Grade: A Follow-up Study
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.01021.xopenalex-snapshot
Are There Long-Term Effects of Early Child Care?
inferredcites →https://doi.org/10.1111/j.1467-8624.2010.01540.xopenalex-snapshot
Double Jeopardy: Poorer Social-Emotional Outcomes for Children in the NICHD SECCYD Experiencing Home and Child-Care Environments That Confer Risk
inferredcites →https://doi.org/10.1111/j.1469-7610.2004.00270.xopenalex-snapshot
Testing a maternal attachment model of behavior problems in early childhood
inferredcites →https://doi.org/10.1126/science.1128898openalex-snapshot
Skill Formation and the Economics of Investing in Disadvantaged Children
inferredcites →https://doi.org/10.1126/science.1156019openalex-snapshot
Preschool Programs Can Boost School Readiness
inferredcites →https://doi.org/10.1177/2332858416653732openalex-snapshot
Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012
inferredcites →https://doi.org/10.1177/2332858416653924openalex-snapshot
Socioeconomic Gaps in Early Childhood Experiences
inferredcites →https://doi.org/10.1198/000313006x152649openalex-snapshot
The Difference Between “Significant” and “Not Significant” is not Itself Statistically Significant
inferredcites →https://doi.org/10.1207/s1532799xssr0804_1openalex-snapshot
Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading
inferredcites →https://doi.org/10.1598/rrq.35.4.2openalex-snapshot
Learning to Read Words: Linguistic Units and Instructional Strategies
inferredcites →https://doi.org/10.2307/1130253openalex-snapshot
Home Environment and School Performance: A Ten-Year Follow-Up and Examination of Three Models of Environmental Action
inferredcites →https://doi.org/10.2307/1164270openalex-snapshot
Where Do Head Start Attendees End Up? One Reason Why Preschool Effects Fade Out
inferredcites →https://doi.org/10.3102/00028312039001133openalex-snapshot
Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care
inferredcites →https://doi.org/10.3102/0002831207308230openalex-snapshot
Classroom Effects on Children’s Achievement Trajectories in Elementary School
inferredcites →https://doi.org/10.3102/0002831213513634openalex-snapshot
Academic Content, Student Learning, and the Persistence of Preschool Effects
inferredcites →https://doi.org/10.3102/0013189x09332374openalex-snapshot
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
inferredcites →https://doi.org/10.3386/w11331openalex-snapshot
Interpreting the Evidence on Life Cycle Skill Formation
inferredcites →https://doi.org/10.3386/w6362openalex-snapshot
School Quality and the Longer-Term Effects of Head Start
inferredcites →https://doi.org/10.5860/choice.29-3352openalex-snapshot
Multiple regression: testing and interpreting interactions
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4762181openalex-extracted
Visualising the Early Childhood Education and Care Research: A Bibliometric Review
inferred← citeshttps://doi.org/10.1002/9781394352821.ch18openalex-snapshot
Teacher Professional Development: Training Strategies for Effective AI Tool Usage in Early Education
inferred← citeshttps://doi.org/10.1007/s10643-025-02107-2openalex-snapshot
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
inferred← citeshttps://doi.org/10.1007/s10834-026-10106-7openalex-snapshot
Early Education, Early Returns: NYC’s Universal Pre-K and Short-Term Maternal Labor Gains
inferred← citeshttps://doi.org/10.1007/s11113-025-09985-9openalex-snapshot
Do Larger Earned Income Tax Credit and Supplemental Nutrition Assistance Program Benefits Create Complementary Effects on Child Development?
inferred← citeshttps://doi.org/10.1007/s42278-021-00114-xopenalex-snapshot
Nachhaltiger Chancenausgleich durch mehrjährigen Kindergartenbesuch? Ergebnisse einer österreichischen Vollerhebung
inferred← citeshttps://doi.org/10.1007/s42278-025-00234-8openalex-snapshot
Pädagogische Qualität im Kindergarten und in der Grundschule: Ein systematisierendes Rahmenmodell
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.101084openalex-snapshot
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
inferred← citeshttps://doi.org/10.1016/j.appdev.2022.101500openalex-snapshot
Variations in early life home environment quality and children's achievement
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101532openalex-snapshot
The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.101973openalex-snapshot
Beyond the sandbox: Lasting associations of preschool peer language skills with third-grade vocabulary and the role of primary school peers
inferred← citeshttps://doi.org/10.1016/j.childyouth.2019.04.005openalex-snapshot
Dosage Effects in the Child-Parent Center PreK-to-3rd Grade Program: A Re-analysis in the Chicago Longitudinal Study
inferred← citeshttps://doi.org/10.1016/j.childyouth.2025.108576openalex-snapshot
The long-term impacts of preschool attendance on prosocial behaviors of children in China
inferred← citeshttps://doi.org/10.1016/j.dr.2020.100910openalex-snapshot
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.02.015openalex-snapshot
Commentary: What happens next? Delivering on the promise of preschool
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.12.010openalex-snapshot
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.06.014openalex-snapshot
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.001openalex-snapshot
Academic gains in kindergarten related to eight classroom practices
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.02.003openalex-snapshot
Preschool quality and child development in China
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.04.001openalex-snapshot
Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.07.003openalex-snapshot
Do Prekindergarten benchmarks affect fourth-grade academic outcomes?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.08.001openalex-snapshot
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.11.001openalex-snapshot
Can peers help sustain the positive effects of an early childhood mathematics intervention?
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102220openalex-snapshot
Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102953openalex-snapshot
How does mathematics classroom quality enhance multidimensional mathematics learning engagement in elementary school students: A three-wave longitudinal investigation
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103296openalex-snapshot
Preschool teachers’ pedagogical beliefs in the field of language education
inferred← citeshttps://doi.org/10.1037/dev0001080openalex-snapshot
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade.
inferred← citeshttps://doi.org/10.1080/02568543.2023.2188059openalex-snapshot
Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms
inferred← citeshttps://doi.org/10.1080/03054985.2022.2088488openalex-snapshot
Scaling up early language intervention in educational settings: First steps matter
inferred← citeshttps://doi.org/10.1080/10409289.2018.1535153openalex-snapshot
Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions
inferred← citeshttps://doi.org/10.1080/10409289.2020.1785265openalex-snapshot
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
inferred← citeshttps://doi.org/10.1080/10409289.2020.1857215openalex-snapshot
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
inferred← citeshttps://doi.org/10.1080/10409289.2022.2139549openalex-snapshot
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach
inferred← citeshttps://doi.org/10.1080/10888691.2026.2656622openalex-snapshot
Pre-K attendance and primary grade social and behavioral development: The role of kindergarten teachers’ beliefs and perceptions
inferred← citeshttps://doi.org/10.1080/13603124.2024.2342300openalex-snapshot
Building bridges from PreK to K-3 through the use of research evidence
inferred← citeshttps://doi.org/10.1080/19345747.2020.1749740openalex-snapshot
Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.001.0001openalex-snapshot
The Science of Dignity
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.003.0001openalex-snapshot
More Than a Feeling
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.003.0002openalex-snapshot
A Wide-Ranging Tour of Perspectives on Dignity
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.003.0005openalex-snapshot
American Capitalism and Its Multifaceted Links to Dignity
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Measuring Dignity Subjectively
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Dignity as an Efficient Indicator of Social and Moral Integration
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.003.0008openalex-snapshot
Is a Dignified Life a Healthier Life?
inferred← citeshttps://doi.org/10.1093/oso/9780197743867.003.0009openalex-snapshot
A Resource-Based Framework for Analyzing Levels of Dignity
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Inequality and Stress
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One Polarized Nation
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The Associations Between Child-Care Services During the Preschool Years and High School Graduation: A 20-Year Longitudinal Population-Based Study
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Linking school‐ and classroom‐level characteristics to child adjustment: A representative study of children from Hong Kong, China
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Who Uses the Social Safety Net? Trends in Public Benefit Use among American Households with Children, 1980–2020
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