The goal of our infrastructure core is to support the administration and dissemination activities that will enable UCI-based faculty supported by the program project to form a truly interdisciplinary research network. It will accomplish this goal by providing administrative support for all projects, conducting the management tasks of the P01, including monitoring the progress of each project, and facilitating the dissemination of the results of the research to the broader research community and to the policy world. Network cohesion will be promoted primarily with biweekly seminars, linking members ofthe External Advisory Committee to individual projects and jointly-authored integrative articles explaining our conceptual approach, patterns of child/policy fit impacts across childhood stage and policy implications for human capital interventions. Administrative support comes from state-of-the-art computing, financial information and projections, and support in preparing project content for the Network website. Periodic meetings and a possible mid-project reallocation of resources will accomplish management goals. Key dissemination activities include posting papers, presentations, data and software on the Network's website.
Our administrative core supports the program project's collaboration of economists, developmental psychologists, sociologists and epidemiologists as they seek to understand the impacts of educational interventions designed to augment human capital and promote positive behavior, particularly for children and youth raised in economically disadvantaged families.
|Magnuson, Katherine; Duncan, Greg; Lee, Kenneth T H et al. (2016) Early School Adjustment and Educational Attainment. Am Educ Res J 53:1198-1228|
|Bailey, Drew H; Nguyen, Tutrang; Jenkins, Jade Marcus et al. (2016) Fadeout in an early mathematics intervention: Constraining content or preexisting differences? Dev Psychol 52:1457-69|
|Bailey, Drew H; Littlefield, Andrew K (2016) Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change. Child Dev :|
|Vandell, Deborah Lowe; Burchinal, Margaret; Pierce, Kim M (2016) Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. Dev Psychol 52:1634-1645|
|Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J et al. (2016) Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective? Educ Eval Policy Anal 38:88-112|
|Domina, Thurston; Penner, Andrew M; Penner, Emily K (2016) `Membership Has Its Privileges': Status Incentives and Categorical Inequality in Education. Sociol Sci 3:264-295|
|Nguyen, Tutrang; Watts, Tyler W; Duncan, Greg J et al. (2016) Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement? Early Child Res Q 36:550-560|
|Miller, Elizabeth B (2016) Child Care Enrollment Decisions Among Dual Language Learner Families: The Role of Spanish Language Instruction in the Child Care Setting. Early Child Res Q 36:223-232|
|Miller, Elizabeth B; Farkas, George; Duncan, Greg J (2016) Does Head Start differentially benefit children with risks targeted by the program's service model? Early Child Res Q 34:1-12|
|Simzar, Rahila M; Domina, Thurston; Tran, Cathy (2016) Eighth Grade Algebra Course Placement and Student Motivation for Mathematics. AERA Open 2:1-26|
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