%0 Journal Article
%T Are Content
%A Anamarie Auger Whitaker
%A Jade Marcus Jenkins
%A Tutrang Nguyen
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418784283
%X Head 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 childrenĄ¯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 childrenĄ¯s outcomes
%K school readiness
%K preschool programs
%K curricula
%U https://journals.sagepub.com/doi/full/10.1177/2332858418784283