Findings reported here are based on research conducted as part of the national Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF), U.S. Department of Health and Human Services under Contract 105-95-1936 to Mathematica Policy Research, Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation, 15 local research teams, the evaluation contractors, and ACF. Research institutions in the Consortium include Administration for Children and Families; Catholic University of America; Columbia University; Harvard University; Mathematica Policy Research; Medical University of South Carolina; Michigan State University; New York University; NPC Research; University of Arkansas; University of California at Los Angeles; University of Colorado Health Sciences Center; University of Missouri-Columbia; University of Pittsburgh; University of Washington College of Education; University of Washington School of Nursing; and Utah State University. The content of this publication does not necessarily reflect the views or policies of the Department of Health and Human Services, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. This study was supported by a grant from the Administration for Children and Families, U.S. Department of Health and Human Services (Grant 90YR0011).
Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs?
Version of Record online: 17 OCT 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 6, pages 2110–2122, November/December 2011
How to Cite
Bradley, R. H., McKelvey, L. M. and Whiteside-Mansell, L. (2011), Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs?. Child Development, 82: 2110–2122. doi: 10.1111/j.1467-8624.2011.01659.x
- Issue online: 15 NOV 2011
- Version of Record online: 17 OCT 2011
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