CRECE-affiliated researchers have published or contributed to many articles, book chapters, textbooks, presentations and working papers.
Full article downloads are often restricted by journal publishers. However, if you work for a university or organization with a subscription service, you may be able to directly download articles through your organization’s search engine. We have provided links where possible. (Note: CRECE researcher names are bolded.)
COVID had impacts throughout the education system, prompting research on child care, K-12 and higher education. However, the influence of COVID on public PreK programs got much less attention, so CRECE researchers undertook a study of Wisconsin 4K programs. Through surveys of all Wisconsin 4K administrators, they learned about the broad implications for policy and practice. Focusing on all Dane County districts, they surveyed 4K teachers and interviewed a sample of 4K teachers and parents to learn about the experience of teaching and parents a 4K child during a pandemic. Their stories are powerful.
Authors: Jonathan Marino, Jiyeon Lee, Xiaopei Yang, Amy Claessens, and Beth Graue
Engel, M., Jacob, R., Claessens, A., & Erickson, A. (2021) Kindergarten in a Large Urban District. Educational Researcher, 50(6), 401–415.
Graue, E., Ryan, S., Wilinski, B., Northey, K., & Nocera, A. (2018). What Guides Pre-K Programs? Teachers College Record, 120(8), 1-36.
Graue, M. Elizabeth, Ryan, S., Nocera, A., Northey, K., & Wilinski, B. (2017). Pulling PreK into a K-12 orbit: the evolution of PreK in the age of standards. Early Years: An International Journal of Research and Development, 37(1): 108-122.
Henly, J.R., Kim, J., Sandstrom, H., Pilarz, A., & Claessens, A. (2017). What explains short spells on child care subsidies? Social Service Review, 91(3): 488-533.
Engel, M., Claessens, A., Watts, T., & Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45, 293-300.
Engel, M., Claessens, A., Watts, T., & Stone, S. (2016). Socioeconomic inequality at school entry: A cross-cohort comparison of families and schools. Children and Youth Services Review, 71, 227-232.
Grau, M.E., Wilinski, B., & Nocera, A. (2016). Local control in the era of accountability: A case study of Wisconsin PreK. Educational Policy Analysis Archives, 23.
Pilarz, A. R., Claessens, A., & Gellatt, J. (2016). Patterns of child care subsidy use and stability of subsidized care arrangements: Evidence from Illinois and New York. Children and Youth Services Review, 65, 231-243.
Barrow, L., Schanzenbach, D., & Claessens, A., (2015). The impact of Chicago’s small high school initiative. Journal of Urban Economics, 87, 100-113.
Claessens, A., Engel, M., & Curran, F. C. (2015). The effects of maternal depression on child outcomes during the first years of formal schooling. Early Childhood Research Quarterly, 32, 80-93.
Graue, M. E., Whyte, K. L., & Karabon, A. E., (2015). The power of improvisational teaching. Teaching and Teacher Education, (48) 13-21.
Graue, M. E., Karbon, A., Delaney, K. K., Whyte, K., Jiwon, K., & Wagner, A (2015). Imagining a future in PreK: How professional identity shapes notions of early mathematics. Anthropology & Education, 46(1), 37-54.
Ryan, R., Claessens, A., & Markowitz, A. (2015). Associations between family structure change and child behavior problems: The moderating effect of family income. Child Development, 86, 112-127.
Watts, T, Duncan, G. J, Chen, M., Claessens, A., Davis-Kean, P., Duckworth, K., Engel, M., Siegler, R., Susperreguy, M. (2015). The role of mediators in the development of longitudinal mathematics achievement associations. Child Development, 86, 1892-1907.
Bassok, D., Claessens, A., & Engel, M. (2014). The Case for the New Kindergarten: Challenging and Playful (invited commentary) Education Week.
Chen, J., Claessens, A., & Msall, M. (2014). Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship? Early Human Development, 90, 73-79.
Claessens, A. & Dowsett, C. J. (2014). Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Psychological Science, 25, 2241-2251.
Claessens, A., Engel, M., & Curran, C. (2014). Academic content, student learning, and the persistence of preschool effects. American Education Research Journal, 51(2), 403-434.
Claessens, A. & Garrett. R. (2014). The role of early childhood care settings on school readiness skills and later achievement in Australia. Early Childhood Research Quarterly, 29, 550-561.
Duncan, G., Engel, M., Claessens, A. & Dowsett, C. (2014). Replication and robustness in developmental research. Developmental Psychology, 50, 2417-2425.
Graue, E., Whyte, K., & Delaney, K. (2014). Fostering culturally and developmentally responsive teaching through improvisational practice. Journal of Early Childhood Teacher Education, 35(4), 297-317.
Trainor, A. & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267-274.
Claessens, A. & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115, 1-29.
Claessens, A. & Chen, J. (2013). Multiple child care arrangements and child well being: Early care experiences in Australia. Early Childhood Research Quarterly, 28, 49-61.
Engel, M., Claessens, A., & Finch, M. (2013). Teaching students what they already know? The misalignment between instructional content in mathematics and student knowledge in kindergarten. Educational Evaluation and Policy Administration, 35, 157-178.
Graue, M. E., Delaney, K. K., & Karch, A. S. (2013). Ecologies in education quality. Education Policy Analysis Archives.
Ryan, R. & Claessens, A. (2013). Associations between family structure changes and children’s behavior: The moderating effects of timing and marital birth. Developmental Psychology, 49, 1219-1231.
Siegler, R.S., Duncan, G.J., Davis-Kean, P.E., Duckworth, K., Claessens, A., Engel, M., Susperrguy, M.I., & Chen, M., (2013). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691-697.
Claessens, A. (2012). Kindergarten child care experiences and child achievement and socioemotional skills. Early Childhood Research Quarterly, 27, 365-375.
Graue, E. & Johnson, E. (2011). Reclaiming assessment through accountability that is “just right.” Teachers College Record, 113(8), 1827-1862.
Graue, E. (2011). The early and elementary years / Are we paving paradise? The Transition Years (Educational Leadership), 68(7), 12-17.
Graue, M. E. & Sherfinski, M. (2011). The view from the lighted schoolhouse: conceptualizing home-school relations within a class size reduction reform. American Journal of Education, 117(2) 267-297.
Graue, E. (2011). Are we paving paradise? Educational Leadership, 68(7), 12-17.
Graue, E. (2010). Reimagining kindergarten. Education Digest: Essential Readings Condensed for Quick Review, 75(7), 28-34.
Claessens, A., Duncan G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427.
Graue, E., Rauscher, E., & Sherfinski, M. (2009). The synergy of class size reduction and classroom quality. Elementary School Journal, 110(2), 178-201.
Graue, E. & Oen, D. (2008). You just feed them with a long-handled spoon: Families evaluate their experiences in a class size reduction reform. Educational Policy, 23(5), 685-713.
Graue, E. & Rauscher, E. (2009). Researcher perspectives on class size reduction. Education Policy Analysis Archives, 17(9), 1-23.
Graue, E. (2009). Reimagining kindergarten: Restoring a developmental approach when accountability demands are pushing formal instruction on the youngest learners. School Administrator, 66(10), 10-15.
Ryan, S., & Graue, E. (2009). Examining a lifeworld: Early childhood policy in practice. Contemporary Issues in Early Childhood, 10(3), 190-193.
Graue, E. (2008). Teaching and learning in a post-DAP world. Early Education and Development, 19(3), 441-447.
Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., Pagani, L., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
Graue, E., Hatch, K., Kalpana, R., & Oen, D. (2007). The wisdom of class size reduction. American Educational Research Journal, 44(3), 670-700.
Graue, E. (2006). The transformative power of reviewing. Educational Researcher, 35(9), 36-41.
Graue, E. (2006). Engineering the perfect kindergarten. Teachers College Record.
Graue, E. (2006). Textbook: Mothering, education and ethnicity: The transformation of Japanese American culture. Multicultural Perspectives, 8(3), 60.
Graue, E. (2005). Theorizing and describing preservice teachers’ images of families and schooling. Teachers College Record, 107(1), 157-185.
Graue, E. (2005). Section III commentary: qualifying quality, Early Education & Development, 16(4), 521-522.
Graue, E., Clements, M. A., Renholds, A. J., & Niles, M.D. (2004). More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers. Education Policy Analysis Archives, 12(72).
Graue, E. & Brown, C. P., (2003). Preservice teachers’ notions of family and schooling. Teaching and Teacher Education: An International Journal of Research and Studies, 19(7), 719-735.
Graue, e. Brown, C., Kroeger, J. (2003). The gift of time: Enactments of developmental thought in early childhood practice. Early Childhood Research and Practice, 5(1).
Graue, E. & Grant, C. (2002). Questions, calls, and conversations for researchers in teacher education. Journal of Teacher Education, (53(3), 268-272.
Graue, E., Kroeger, J., & Brown, C. (2002). Living the ‘gift of time’. Contemporary Issues in Early Childhood, 3(3), 338-353.
Graue, E. (2001). What’s going on in the children’s garden? Kindergarten today. Young Children, 56(3), 67-73.
2000 and earlier
Graue, E., & Diperna, J. (2000). Redshirting and early retention: Who gets the ‘gift of time’ and what are its outcomes?. American Educational Research Journal, 37(2), 509-534.
Grant, C. & Graue, E. (1999). (Re)Viewing a review: A case history of the “Review of Educational Research.” Review of Educational Research, 69(4), 384-396.
Graue, E. (1998). What’s wrong with Edward the Unready? Our responsibility for readiness. Young Children, 53(2), 12-16.
Graue, E. M., & Smith S. Z. (1996). Parents and mathematics education reform: Voicing the authority of assessment. Urban Education, 30(4), 395-431.
Graue, E., & Marsh, M.M. (1996). Genre and practice: Shaping possibilities for children. Early Childhood Research Quarterly, 11(3) 219-242.
Graue, E. (1993). Expectations and ideas coming to school. Early Childhood Research Quarterly, 8(1), 53-75.
Graue, E. (1993). Social networks and home-school relations. Educational Policy, 7(4), 466-490.
Graue, E. (1992). Readiness, instruction, and learning to be a kindergartner. Early Education & Development, 3(2), 92-114.
Ellwein, M. C., Graue, E., & Comfort, R. E. (1990). Talking about instruction: Student teachers’ reflections on success and failure in the classroom. Journal of Teacher Education, 41(5), 3-14.
Graue, E., Shepard, L. A. (1989). Predictive validity of the Gesell School Readiness Tests. Early Childhood Research Quarterly, 4(3), 303-315.
Graue, E., & Walberg, H. J. (1983). School-based home instruction and learning: A quantitative synthesis. The Journal of Educational Research, 76(6), 351-360.
REPORTS & CHAPTERS
Sandstrom, H., Claessens, A., Stoll, M., Greenberg, E., Alexander, D., Runes, C., & Henly, J. (2018). Mapping the Child Care Demand and Supply of Care for Subsidized Families. Washington, DC: Urban Institute.
Graue E., Ryan, S., & Grieshaber, S. (2005) (De)Centering the kindergarten prototype in the child-centered classroom. In S. Ryan & S. Grieshaber (Eds.), Advances in Early Education and Day Care. San Diego, CA: Elsevier Ltd.
PRESENTATIONS & WORKING PAPERS
Claessens, A., Farran, D., Eason, S., Mowery, S., Rainey, L., & Leonard, S. (2016). Panel Paper: Math in preschool: A review of the mathematics activities in the most widely used preschool curricula. Association for Public Policy Analysis and Management Conference.
Claessens, A. & Engel, M. (2012) Panel Paper: Mentoring to Prevent Truancy in Chicago: Early Results from a Mixed Methods Process Evaluation. Association for Public Policy Analysis and Management Conference.
Duncan, G., Miller, C., Claessens, A., Engel, M., Hill, H., & Lindsay, C. (2008). New Hope’s Eight-Year Impacts on Employment and Family Income. New York: MDRC.
Engel, M., Jacob, R., Claessens, A., & MDRC. (2016). Understanding mathematics instruction in kindergarten: Evidence from a large urban district.
Engel, M., Kabourek, S., Bassok, D., Claessens, A., & Watts, T. Has Kindergarten Become Too Academic? Instruction and Children’s Development in the First Year of School.
Graue, E., Woo, M., & Lee, J. (2019). Roundtable Presentation: Choice versus Accommodation: Cultural, Family, and Child Factors in Family Pre-K Decision Making. American Education Research Association Conference, Toronto, Canada.