Readings:
Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of Child Poverty, Brain Development, and Academic Achievement. JAMA Pediatrics, 169(9), 822-829. doi:10.1001/jamapediatrics.2015.1475
Raver, C. C. (2012). Low-income children’s self-regulation in the classroom: Scientific inquiry for social change. American Psychologist, 67(8), 681-689.
doi: 10.1037/a0030085
Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a Predictor of 4-Year-Olds' Executive Function: New Perspectives on Models of Differential Susceptibility. Developmental Psychology, 49(2), 292-304.
10.1037/a0028343
Ursache, A., Blair, C., & Raver, C. C. (2012). The Promotion of Self‐Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure. Child Development Perspectives, 6(2), 122-128.
6. 10.1111/j.1750-8606.2011.00209.x
Raver, C. C., McCoy, D. C., Lowenstein, A. E., & Pess, R. (2013). Predicting Individual Differences in Low-Income Children’s Executive Control from Early to Middle Childhood. Developmental science, 16(3), 394-408.
16. 394-408. 10.1111/desc.12027
Readings for ECE impact persistence and fadeout:
Bailey, D., Duncan, G. J., Odgers, C. L., & Yu, W. (2017). Persistence and fadeout in the impacts of child and adolescent interventions. Journal of Research on Educational Effectiveness, 10(1), 7-39.
Elango, S., Garcıa, J. L., Heckman, J. J., & Hojman, A. (2015). Early Childhood Education. NBER Working Paper Series, No. 21766. National Bureau of Economic Research, Cambridge.
doi:10.3386/w21766
Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K, &
Pressler, E. (2011). CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362-378.
PMID: 21291447. PMCID: PMC3682645
Readings for Cluster RCT Analysis (methodological papers and examples):
Angrist, J. D., Dynarski, S. M., Kane, T. J., Pathak, P. A., & Walters, C. R. (2012). Who benefits from KIPP? Journal of policy Analysis and Management, 31(4), 837-860.
McNeish, D., Stapleton, L. M., & Silverman, R. D. (2017). On the unnecessary ubiquity of hierarchical linear modeling. Psychological Methods, 22(1), 114-140.
Watts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018). The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention. PLOS ONE, 13(7), 1-25.
e0200144
doi.org/10.1371/journal.pone.0200144