Embedded Files
My research focuses on the effects of early childhood interventions and public policies on children’s development, especially on children from low-income families (student and Postdoctoral mentee co-authors are underlined).
Scaling high quality: An implementation study of Boston's University Pre-K expansion to community-based programs
Scaling high quality: An implementation study of Boston's University Pre-K expansion to community-based programs
Weiland, C., Guerrero Rosada, P., Taylor, A., Penfold, L., Kushner, R., Snow, C., Xia, Y., & McCormick, M. (In press). Scaling high quality: An implementation study of Boston’s
Universal Pre-K expansion to community-based programs. Early Childhood Research Quarterly.
Moving beyond point in time estimates: Using growth models to understand when PreK convergence happens, how, and for which skills
Moving beyond point in time estimates: Using growth models to understand when PreK convergence happens, how, and for which skills
McCormick, M., Hanno, E., Weiland. C…. Snow, C. (2025). Moving beyond point in time estimates: Using growth models to understand when PreK convergence happens,
how, and for which skills. Child Development.
Impacts of oversubscribed Boston Pre-K programs through middle school
Impacts of oversubscribed Boston Pre-K programs through middle school
Working Paper Policy and Practice Summary
Weiland, C., Wu, T., Unterman, R., Shapiro, A., Lightner, S., Staines, T., & Taylor, A. (2025). Impacts of oversubscribed Boston Pre-K programs through middle school. Annenberg Working
Paper.
The impacts of grade retention policy with minimal retention
The impacts of grade retention policy with minimal retention
Working Paper Policy and Practice Summary
Berne, J., Jacob, B., Weiland, C., & Strunk.K. (2025). The impacts of grade retention policy with minimal retention. NBER and Annenberg Working Paper.
Impacts of Michigan Transitional Kindergarten through third grade
Impacts of Michigan Transitional Kindergarten through third grade
Berne, J., Jacob, B., Musaddiq, T., Shapiro, A., & Weiland, C. (2025). Impacts of Michigan Transitional Kindergarten through third grade. Annenberg Working Paper.
Transitional Kindergarten: The new kid on the early learning block
Transitional Kindergarten: The new kid on the early learning block
Berne, J., Cordoba Garcia, K., Jacob, B., Musaddiq, T., Owusu, S., Shapiro, A., & Weiland, C. (2025). Transitional Kindergarten: The new kid on the early learning block. Educational Researcher.
Leveraging modern machine learning to improve early warning systems and reduce chronic absenteeism in early childhood
Leveraging modern machine learning to improve early warning systems and reduce chronic absenteeism in early childhood
Wu, T., & Weiland, C. (In press). Leveraging modern machine learning to improve early warning systems and reduce chronic absenteeism in early childhood. Annenberg Working Paper.
The mixed-delivery Pre-K opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems
The mixed-delivery Pre-K opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems
Weiland, C., McCormick, M., Duer, J., Friedman-Krauss, A., Pralica, M., Xia, S., Nores, M., & Mattera, S. (2024). The mixed-deverlity Pre-K opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems. Early Childhood Research Quarterly, 68, 247-259.
The effect of early childhood programs on third-grade test scores: Evidence from Transitional Kindergarten in Michigan
The effect of early childhood programs on third-grade test scores: Evidence from Transitional Kindergarten in Michigan
Berne, J., Jacob, B., Musaddiq, T., Shapiro, A., & Weiland, C. (2024). The effect of early childhood programs on third-grade test scores: Evidence from Transitional Kindergarten in Michigan. Annenberg Working Paper.
Quantifying and Predicting Variation in the Medium-Term Effects of an Oversubscribed Prekindergarten Program
Quantifying and Predicting Variation in the Medium-Term Effects of an Oversubscribed Prekindergarten Program
Rebecca Unterman & Christina Weiland
Unterman, R., & Weiland, C. (2024). Quantifying and predicting variation in the medium-term effects of an oversubscribed prekindergarten program. Journal of Research on Educational Effectiveness.
Lottery-based evaluations of early education programs: Opportunities and challenges for building the next generation of evidence
Lottery-based evaluations of early education programs: Opportunities and challenges for building the next generation of evidence
Working paper (published journal article in press)
Weiland, C., Unterman, R., Dynarski, S., Abenavoil, R., Bloom, H. .... & Weixler, L. (In press). Lottery-based evaluations of early education programs: Opportunities and challenges for building the next generation of evidence. AERA Open.
One score to rule them all? Comparing the predictive and concurrent validity of 30 Hearts and Flowers scoring approaches
One score to rule them all? Comparing the predictive and concurrent validity of 30 Hearts and Flowers scoring approaches
Wu, T., Weiland, C., McCormick, M., Hsueh, J., Snow, C., & Sachs, J. (2024). One score to rule them all? Comparing the predictive and concurrent validity of 30 Hearts and Flowers scoring approaches. Assessment.
The efficacy of text-based mentoring for postpartum mothers: A pilot study
The efficacy of text-based mentoring for postpartum mothers: A pilot study
Weiland, C., Page, L., Musaddiq, T., Martin, E., & Homitsky, S. (2023). The efficacy of text-based mentoring for postpartum mothers: A pilot study. Maternal and Child Health Journal.
The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills
The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills
Thompson, M., Weiland, C., McCormick, M., Hsueh, J., Snow, C., & Sachs, J. (2023). The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills. Socius.
Literacy measures that leverage the strengths of Spanish-speaking Latino kindergarteners
Literacy measures that leverage the strengths of Spanish-speaking Latino kindergarteners
Leyva, D., Yeomans-Maldonado, G., Weiland, C., Shapiro, A., Leech, K., Pilot, I., & Wolf, S. (2023). Literacy measures that leverage the strengths of Spanish-speaking Latino kindergarteners. Journal of Literacy Research, 1-15.
Learning experiences vary across young children in the same classroom: Evidence from the Individualizing Student Instruction measure in the Boston Public Schools
Learning experiences vary across young children in the same classroom: Evidence from the Individualizing Student Instruction measure in the Boston Public Schools
Weiland, C., Moffett, L., Guerrero Rosada, P., Weissman, A., Zhang, K., Maier, M., Snow, C., McCormick, M., Hsueh, J., & Sachs, J. (2023). Learning experiences vary across young children in the same classroom: Evidence from the Individualizing Student Instruction measure in the Boston Public Schools. Early Childhood Research Quarterly.
Benefits of pre-kindergarten for children in Baltimore, MD
Benefits of pre-kindergarten for children in Baltimore, MD
Jones Harden, B., Brett, B.E., Gross, J.,T., Weiland, C., Berne, J., Klein, E.L., & Tirrell-Corbin, C. (2023). Benefits of pre-kindergarten for children in Baltimore, MD. Early Childhood Research Quarterly.
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?
Moffett, L., Weissman, A., McCormick, M., Weiland, C., Hsueh, J., Snow, C., & Sachs, J. (2022). Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time? Journal of Educational Psychology.
Does kindergarten instruction matter for sustaining the PreK boost? Evidence from individual- and classroom-level survey and observational data
Does kindergarten instruction matter for sustaining the PreK boost? Evidence from individual- and classroom-level survey and observational data
McCormick, M., Pralica, M., Weiland, C., Hsueh, J., Moffett, L., Guerrero-Rosada, P.,Weissman, A., Zhang, K., Snow, C., Maier, M., Davies, E., Taylor, A., & Sachs, J. (2022). Does kindergarten instruction matter for sustaining the PreK boost? Evidence from individual- and classroom-level survey and observational data. Developmental Psychology. doi: 10.1037/dev0001358
Covid-19 and Early Childhood Programs: Risks and Opportunities for Building Longitudinal Evidence
Covid-19 and Early Childhood Programs: Risks and Opportunities for Building Longitudinal Evidence
Christina Weiland & Pamela Morris
Weiland, C., & Morris, P. (In press). The risks and opportunities of the COVID-19 crisis for building longitudinal evidence on today's early childhood education programs. Child Development Perspectives.
Positive Impacts of a Strengths-based Family Program on Latino Kindergarteners' Narrative Language Abilities
Positive Impacts of a Strengths-based Family Program on Latino Kindergarteners' Narrative Language Abilities
Diana Leyva, Anna Shapiro, Gloria Yeomans-Maldonado, Christina Weiland, & Kathryn Leech
Leyva, D., Shapiro, A., Yeomans-Maldonado, G., Weiland, C., & Leech, K. (2022). Positive impacts of a strengths-based family program on Latino kindergarteners' narrative language abilities. Developmental Psychology.
Latino Kindergarteners' math growth, approaches to learning, and home numeracy practices
Latino Kindergarteners' math growth, approaches to learning, and home numeracy practices
Diana Leyva, Gloria Yeomans-Maldonado, Christina Weiland, & Anna Shapiro
Leyva, D., Yeomans-Maldonado, G., Weiland, C., & Shapiro, A. (2022). Latino Kindergarteners' math growth, approaches to learning, and home numeracy practices, 80, Journal of Applied Developmental Psychology.
Content-rich instruction and cognitive demand in PreK: Using systematic observations to predict child gains
Content-rich instruction and cognitive demand in PreK: Using systematic observations to predict child gains
Michelle F. Maier, Meghan P. McCormick, Samantha Xia, JoAnn Hsueh, Christina Weiland, Abby Morales, Marina Boni, Melissa Tonachel, Jason Sachs, & Catherine Snow
Maier, M, McCormick, M.P., Xia, S., Hsueh, J., Weiland, C. .... Snow. C. (2022). Content-rich instruction and cognitive demand in PreK: Using systematic observations to predict child gains. Early Childhood Research Quarterly, 60, 96-109.
Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
Lillie Moffett, Amanda Weissman, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Catherine Snow, & Jason Sachs
Moffett, L., Weissman, A., Weiland, C., McCormick, M., Hsueh, J., Snow, C. , & Sachs, J. (2021). Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains. Journal of Applied Developmental Psychology, 77.
Historic crisis, historic opportunity: Using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs
Historic crisis, historic opportunity: Using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs
Christina Weiland, Erica Greenberg, Daphna Bassok, Anna Markowitz, Paola Guerrero Rosada, Grace Luetmer, Rachel Abenavoli, Celia Gomez, Anna Johnson, Brenda Jones-Harden, Michelle Maier, Meghan McCormick, Pamela Morris, Milagros Nores, Deborah Phillips, & Catherine Snow
Weiland, C., Greenberg, E., Bassok, A. ,Markowitz, A., Guerrero Rosada, P., Luetmer, G.... & Snow, C. (2020). Historic crisis, historic opportunity: Using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs. Ann Arbor, MI and DC: Unversity of Michigan Education Policy Initiative and Urban Institute Policy Brief.
Fast-response research to answer practice and policy questions
Fast-response research to answer practice and policy questions
Christina Weiland, Jason Sachs, Meghan McCormick, JoAnn Hsueh, & Catherine Snow
Weiland, C., Sachs, J., McCormick, M., Hsueh, J., & Snow, C. (2021). Fast-response research to answer practice and policy questions. Future of Children, 31.
Is skill type the key to the PreK fadeout puzzle? Differential assocations between enrollment in preK and constrained and unconstrained skills across kindergarten
Is skill type the key to the PreK fadeout puzzle? Differential assocations between enrollment in preK and constrained and unconstrained skills across kindergarten
Meghan McCormick, Christina Weiland, JoAnn Hsueh, Mira Pralica, Amanda Weissman, Lillie Moffett, Catherine Snow, & Jason Sachs
McCormick, M., Weiland, C., Hsueh, J., Pralica, M., Weissman, A., Moffett, L., Snow, C., & Sachs, J. (2021). Is skill type the key to the PreK fadeout puzzle? Differential associations between enrollment in preK and constrained and unconstrained skills across kindergarten. Child Development.
A strengths-based, culturally responsive family intervention improves Latino kindergarteners' vocabulary and approaches to learning
A strengths-based, culturally responsive family intervention improves Latino kindergarteners' vocabulary and approaches to learning
Diana Leyva, Christina Weiland, Anna Shapiro, Gloria Yeomans-Maldonado, & Angela Febles
Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Febles. (2021). A strengths-based, culturally responsive family intervention improves Latino kindergarteners' vocabulary and approaches to learning. Child Development.
The kindergarten hotspot: Literacy skill convergence between Boston Prekindergarten enrollees and non-enrollees
The kindergarten hotspot: Literacy skill convergence between Boston Prekindergarten enrollees and non-enrollees
Christina Weiland, Rebecca Unterman, & Anna Shapiro
Weiland, C., Unterman, R., & Shapiro, A. (2021). The kindergarten hotspot: Literacy skill convergence between Boston Prekindergarten enrollees and non-enrollees. Child Development.
Costs of the Boston Public Prekindergarten Program
Costs of the Boston Public Prekindergarten Program
Sarah Kabay, Christina Weiland, & Hirokazu Yoshikawa
Kabay, S., Weiland, C., & Yoshikawa, H. (2020). Costs of the Boston Public Prekindergarten program. Journal of Research on Educational Effectiveness.
Null relations between CLASS scores and gains in children's language, math, and executive function skills: A replication and extension study
Null relations between CLASS scores and gains in children's language, math, and executive function skills: A replication and extension study
Paola Guerrero Rosada, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Jason Sachs, Catherine Snow, & Maier, M.
Guerrero, P.R., Weiland, C., McCormick, M., Hsueh, J., Sachs, J., Snow, C., & Maier, M. (2020). Null relations between CLASS scores and gains in children's language, math, and executive function: A replication and extension study. Early Childhood Research Quarterly.
Can center-based care reduce summer slow-down prior to kindergarten? Exploring variation by family income, race/ethnicity, and dual language learner status
Can center-based care reduce summer slow-down prior to kindergarten? Exploring variation by family income, race/ethnicity, and dual language learner status
Meghan McCormick, Mira Pralica, Paola Guerrero Rosada, Christina Weiland, Barbard Condliffe, JoAnn Hsueh, Jason Sachs, & Catherine Snow
McCormick, M.P., Pralica, M., Rosada, P.G., Weiland, C., Condliffe, B., Hsueh, J., Sachs, J., Snow, C. (2020). Can center-based care reduce summer slow-down prior to kindergarten? Exploring variation by family income, race/ethnicity, and dual language learner status. American Education Research Journal.
Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year
Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year
Meghan McCormick, Amanda Ketner Weissman, Christina Weiland, JoAnn Hsueh, Jason Sachs, & Catherine Snow
McCormick, M.P., Ketner Weissman, A., Weiland, C., Hsueh, J., Sachs, J., & Snow, C. (2020). Time well spent: Home learning activities and gains in children's academic skills in the prekindergarten year. Developmental Psychology.
The effects of enrolling in oversubscribed prekindergarten programs through third grade
The effects of enrolling in oversubscribed prekindergarten programs through third grade
Christina Weiland, Rebecca Unterman, Anna Shapiro, Sara Staszak, Shana Rochester, & Eleanor Martin
Weiland, C., Unterman, R., Shapiro, A., Staszak, S., Rochester, S., & Martin, E. (2019). The effects of enrolling in oversubscribed prekindergarten programs through third grade. Child Development.
When do the literacy skills of preschool attenders and non-attenders converge? Evidence from Boston
When do the literacy skills of preschool attenders and non-attenders converge? Evidence from Boston
Christina Weiland, Rebecca Unterman, & Anna Shapiro
Weiland, C., Unterman, R., & Shapiro, A. (2019). When do the literacy skills of preschool attenders and non-attenders converge? Evidence from Boston. Ann Arbor, MI: University of Michigan Ford School Education Policy Initiative Working Paper Series.
Promoting content-enriched alignment across the early grades: A study of policies and practices in the Boston Public Schools
Promoting content-enriched alignment across the early grades: A study of policies and practices in the Boston Public Schools
Meghan McCormick, Christina Weiland, JoAnn Hsueh, Michelle Maier, Rama Hagos, Catherine Snow, Nicole Leacock, & Laura Schick
McCormick, M., Weiland, C., Hsueh, J., Maier, M., Hagos, R., Snow, C., ... & Schick, L. (2019). Promoting content-enriched alignment across the early grades: A study of policies and practices in the Boston Public Schools. Early Childhood Research Quarterly.
If you offer it, will they come? Patterns of application behavior in a universal preschool context
If you offer it, will they come? Patterns of application behavior in a universal preschool context
Anna Shapiro, Eleanor Martin, Christina Weiland, & Rebecca Unterman
Shapiro, A., Martin, E., Weiland, C., & Unterman, R. (2019). If you offer it, will they come? Patterns of application behavior in a universal preschool context. AERA Open Special Issue, "The Role of Place, Geography, and Geographical Information Systems (GIS) in Educational Research."
What is in a definition? The how and when of special education subgroup analysis in preschool evaluations
What is in a definition? The how and when of special education subgroup analysis in preschool evaluations
Anna Shapiro and Christina Weiland
Shapiro, A., and Weiland, C. (2019). What is in a definition? The how and when of special education subgroup analysis in preschool evaluations. Educational Evaluation and Policy Analysis
The little kids down the hall: Associations between school climate, pre-k classroom quality, and pre-k children's gains in receptive vocabulary and executive function
The little kids down the hall: Associations between school climate, pre-k classroom quality, and pre-k children's gains in receptive vocabulary and executive function
Shana Rochester, Christina Weiland, Rebecca Unterman, Meghan McCormick, and Lillie Moffett
Rochester, S., Weiland, C., Unterman, R., McCormick, M., and Moffett, L. (In press). The little kids down the hall: Associations between school climate, pre-k classroom quality, and pre-k children's gains in receptive vocabulary and executive function. Early Childhood Research Quarterly.
Text-based mentoring for new mothers: A feasibility study
Text-based mentoring for new mothers: A feasibility study
Eleanor Martin, Christina Weiland, and Lindsay Page
Martin, E., Weiland, C., & Page, L. (2018). Text-based mentoring for postpartum moms: A feasibility study. Early Child Development and Care.
New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs
New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs
Pamela Morris, Maia Connors, Allison Friedman-Krauss, Dana McCoy, Christina Weiland, Avi Feller, Lindsay Page,
Howard Bloom, and Hirokazu Yoshikawa
Morris, P. A., Connors, M., Friedman-Krauss, A., McCoy, D. C., Weiland, C., Feller, A., ... & Yoshikawa, H. (2018). New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs. AERA Open, 4.
Preschool curricula and profession development features for getting to high-quality implementation at scale: A comparative review across five trials
Preschool curricula and profession development features for getting to high-quality implementation at scale: A comparative review across five trials
Christina Weiland, Meghan McCormick, Shira Mattera, Michelle Maier, and Pamela Morris
Weiland, C., McCormick, M., Mattera, S., Maier, M., & Morris, P. (2018). Preschool Curricula and Professional Development Features for Getting to High-Quality Implementation at Scale: A Comparative Review Across Five Trials. AERA Open, 4.
Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects
Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects
Deborah A. Phillips, Mark Lipsey, Ken A. Dodge, Ron Haskins, Daphna Bassok, Margaret R. Burchinal, Greg J. Duncan,
Mark Dynarski, Katherine A. Magnuson, and Christina Weiland
Phillips, D.A., Lipsey, M., Dodge, K.A., Haskins, R., Bassok, D., Burchinal, M.R., Duncan, G.J.,Dynarski, M., Magnuson, K.A., & Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre- kindergarten effects. Washington, DC: Brookings Institution.
Cradle to kindergarten: A new plan to combat inequality
Cradle to kindergarten: A new plan to combat inequality
Ajay Chaudry, Taryn Morrissey, Christina Weiland, and Hirokazu Yoshikawa
Chaudry, A., Morrissey, T., Weiland, C., & Yoshikawa, H. (2017). Cradle to kindergarten: A new plan to combat inequality. New York, NY: Russell Sage.
Launching Preschool 2.0: High quality public programs at scale
Launching Preschool 2.0: High quality public programs at scale
Christina Weiland
Weiland, C. (2016). Launching Preschool 2.0: High quality public programs at scale. Behavioral Science and Policy, 2 (1), 37-46.
Impacts of the Boston prekindergarten program on the school readiness of young children with special needs
Impacts of the Boston prekindergarten program on the school readiness of young children with special needs
Christina Weiland
Weiland, C. (2016). Impacts of the Boston prekindergarten program on the school readiness of young children with special needs. Developmental Psychology, 52(11).
When does preschool matter?
When does preschool matter?
Hirokazu Yoshikawa, Christina Weiland, and Jeanne Brooks-Gunn.
Yoshikawa, H., Weiland, C., Brooks-Gunn, G. (In press). When does preschool matter? Future of Children, 26(2), 21-35.
Natural opportunity? Low-income parents’ responses to their children’s impending kindergarten entry
Natural opportunity? Low-income parents’ responses to their children’s impending kindergarten entry
Christina Weiland, Dana Charles McCoy, Elizabeth Grace, and Soojin Oh Park
Weiland, C., Charles McCoy, D., Grace, E., & Oh Park, S. (2017). Natural opportunity? Low-income parents’ responses to their children’s impending kindergarten entry. AERA Open, 3(1).
Testing for moderation of impact of the UBC preschool intervention by student absenteeism
Testing for moderation of impact of the UBC preschool intervention by student absenteeism
Mary Catherine Arbour, Hirokazu Yoshikawa, Richard Murnae, Christina Weiland, M. Clara Barata, and Catherine Snow
Arbour, M.C., Yoshikawa, H., Murnane, R., Weiland, C., Barata, M.C., & Snow C.E. (2016). Testing for moderation of impact of the UBC preschool intervention by student absenteeism. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2015.1109013
Quantifying variation in Head Start effects on young children’s cognitive and socio-emotional skills using data from the National Head Start Impact Study
Quantifying variation in Head Start effects on young children’s cognitive and socio-emotional skills using data from the National Head Start Impact Study
Howard Bloom and Christina Weiland
Bloom, H., & Weiland, C. (2015). Quantifying variation in Head Start effects on young children’s cognitive and socio-emotional skills using data from the National Head Start Impact Study. New York, NY: MDRC Working Paper.
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Diana Leyva, Christina Weiland, M. Clara Barata, Hirokazu Yoshikawa, Catherine Snow, Andrea Rolla, and Ernesto Treviño
Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, & A., Treviño, E. (2015). Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development, 86, 781-799.
Prekindergarten age-cutoff regression-discontinuity design: Methodological issues and implications for application
Prekindergarten age-cutoff regression-discontinuity design: Methodological issues and implications for application
Mark Lipsey, Christina Weiland, Hirokazu Yoshikawa, Sandra Wilson, and Kerry Hofer
*Lipsey, M., Weiland, C., Yoshikawa, H., Wilson, S., & Hofer, K. (2015). Prekindergarten age-cutoff regression-discontinuity design: Methodological issues and implications for application. Educational Evaluation and Policy Analysis, 37, 296-313.
*Note: the first two authors contributed equally to this article and are listed alphabetically.
Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile
Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile
Susana Mendive, Christina Weiland, Hirokazu Yoshikawa, and Catherine Snow
Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2015). Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile. Journal of Educational Psychology. 108, 130-145.
Does peer socio-economic status predict children’s gains in receptive vocabulary and executive function in prekindergarten?
Does peer socio-economic status predict children’s gains in receptive vocabulary and executive function in prekindergarten?
Christina Weiland and Hirokazu Yoshikawa
Weiland, C. & Yoshikawa, H. (2014). Does peer socio-economic status predict children’s gains in receptive vocabulary and executive function in prekindergarten? Journal of Applied Developmental Psychology, 35(5), 422-432.
Impacts on classroom quality of an initiative to improve the quality of preschool education in Chile: A cluster-randomized trial
Impacts on classroom quality of an initiative to improve the quality of preschool education in Chile: A cluster-randomized trial
Hirokazu Yoshikawa, Diana Leyva, Catherine Snow, Ernesto Treviño, Andrea Rolla, M. Clara Barata, Christina Weiland, and Mary Catherine Arbour
Yoshikawa, H., Leyva, D., Snow, C.E., Treviño, E., Rolla, A., Barata, M.C., Weiland, C., & Arbour, M.C. (2015). Impacts on classroom quality of an initiative to improve the quality of preschool education in Chile: A cluster-randomized trial. Developmental Psychology, 51, 309-322.
The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban preschool program
The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban preschool program
Christina Weiland, M. Clara Barata, and Hirokazu Yoshikawa
Weiland, C., Barata, M.C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban preschool program. Infant and Child Development, 23, 4-21.
Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program
Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program
Christina Weiland, Kchersti Ulvestad, Jason Sachs, and Hirokazu Yoshikawa
Weiland, C., Ulvestad, K., Sachs, J. & Yoshikawa, H. (2013). Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly, 28, 199-209.
The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills
The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills
Christina Weiland and Hirokazu Yoshikawa
Weiland, C. & Yoshikawa, H. (2013). The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84, 2112-2130.
Early mathematics assessment: Validation of a preschool mathematics screening tool
Early mathematics assessment: Validation of a preschool mathematics screening tool
Christina Weiland, Christopher Wolfe, Michael Hurwitz, Hirokazu Yoshikawa, Douglas Clements, and Julie Sarama
Weiland, C., Wolfe, C., Hurwitz, M., Yoshikawa, H., Clements, D., & Sarama, J. (2012). Early mathematics assessment: Validation of the short form of a prekindergarten and kindergarten mathematics measure. Educational Psychology, 32, 311-333.
The effects of large-scale economic change and policies on children’s developmental contexts and developmental outcomes
The effects of large-scale economic change and policies on children’s developmental contexts and developmental outcomes
Christina Weiland and Hirokazu Yoshikawa
Weiland, C. & Yoshikawa, H. (2012). The effects of large-scale economic change and policies on children’s developmental contexts and developmental outcomes. Child Development Perspectives, 6, 342-350.
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