[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590650-105":59,"doc-detail-590650-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","are-content-specific-curricula-differentially-effective-in-head-start-or-state-prekindergarten-classrooms","Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?","","AERA Open April–June 2018 article evaluates whether children in Head Start or public state pre-K classrooms gain differential benefits from randomly assigned, content-specific classroom curricula targeting academic domains. The study finds that children in both Head Start and public pre-K classrooms benefit from targeted curricula, indicating positive effects across program types. It motivates future work on the specific mechanisms and classroom processes that help curricula improve children’s school readiness and outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-content-specific-curricula-differentially-effective-in-head-start-or-state-prekindergarten-classrooms/590650/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-content-specific-curricula-differentially-effective-in-head-start-or-state-prekindergarten-classrooms/590650.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question about curricula?","Question",{"text":112,"@type":113},"The study asks whether content-specific curricular supplements differentially influence classroom processes and whether they differentially benefit children in Head Start versus state pre-K settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the results show about targeted curricula in both programs?",{"text":117,"@type":113},"Children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula, suggesting positive effects across program types rather than only in one.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the study examine mechanisms and moderating factors?",{"text":121,"@type":113},"It tests moderation by teacher experience and education to better understand how differences in classroom processes can translate into differences in curricular impacts on children’s school readiness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590650,1792634472,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nApril-June 2018, Vol. 4, No. 2, pp. 1–17 DOI: 10. 1177/2332858418784283  \n© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nAre Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?  \nTutrang Nguyen   \nJade Marcus Jenkins   \nUniversity of California, Irvine  \nAnamarie Auger Whitaker  \nRAND Corporation  \nHead Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.  \nKeywords: school readiness, preschool programs, curricula  \nSelecting curricula is an important component in structuring children’s experiences in early childhood education programs. All Head Start and many state prekindergarten (preK) programs are required to use some form of a child development curriculum, and research demonstrates that curricula are a promising avenue for improving the effectiveness of publicly funded preschool programs at scale (e.g., Weiland & Yoshikawa, 2013) . Particularly encouraging are the results from recent studies suggesting that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain (Clements & Sarama, 2008; Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Clements, Sarama, Wolfe, & Spitler, 2013; Duncan et al., 2016; Lonigan, Farver, Phillips,& Clancy-Menchetti, 2011; Morris et al., 2014; Weiland & Yoshikawa, 2013) . Unclear from the prior research, however, is whether the impacts of content-specific curricula implementation vary across different types of preschool programs with respect to classroom processes and children’s school readiness outcomes.  \nAcross the United States, the two largest preschool programs serving 4-year-old children are Head Start and statefunded and developed pre-K programs, which some studies found are differentially associated with children’s outcomes (Gormley, Phillips, Adelstein, & Shaw, 2010; Henry, Gordon,& Rickman, 2006; Zhai, Brooks-Gunn, & Waldfogel, 2011) .  \nAlthough there is substantial between-state variation (Karoly, Ghosh-Dastidar, Zellman, Perlman, & Fernyhough, 2008; Jenkins, 2014) as well as variation across centers and classrooms within the same program type (Bloom & Weiland, 2015; Dotterer, Burchinal, Bryant, Early, & Pianta, 2009; Walters, 2015), there are important differences between these two early childhood program models, such as their goals, populations served, staff qualifications, enrollment, program size, and quality standards and regulations. Head Start provides comprehensive child and family supports—including services such as health and dental care and nutritious meals—to promote development across academic, socioemotional, and physical domains and targets children in poverty. State pre-K programs focus primarily on children’s academic and socioemotional development to prepare children for kindergarten and, depending on the state, may be available to any age-eligible child regardless of income or need. Such differences in program features and in th","cbCaigC3MeLj2rVY","https://ap.wps.com/l/cbCaigC3MeLj2rVY","pdf",380825,17,"English","# Background\n## Curriculum selection and targeted supplements\n## Head Start vs. state pre-K program differences\n# Research questions and design\n## Differential effects on classroom processes\n## Differential effects on children’s outcomes\n## Moderation by teacher experience and education\n# Data and study approach","[{\"question\":\"What is the main research question about curricula?\",\"answer\":\"The study asks whether content-specific curricular supplements differentially influence classroom processes and whether they differentially benefit children in Head Start versus state pre-K settings.\"},{\"question\":\"What do the results show about targeted curricula in both programs?\",\"answer\":\"Children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula, suggesting positive effects across program types rather than only in one.\"},{\"question\":\"Why does the study examine mechanisms and moderating factors?\",\"answer\":\"It tests moderation by teacher experience and education to better understand how differences in classroom processes can translate into differences in curricular impacts on children’s school readiness.\"}]","Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms? | PDF",1792070122,43]