Anna Shapiro

Datos Biográficos

ID5741525
NOMBREAnna Shapiro
NOMBRESAnna
APELLIDOShapiro
FIRMASHAPIRO A
AFILIACIONESUniversity of Michigan
ORCID0000-0001-9312-1300
VERIFICADOSí
TOTAL DE OBRAS9
TOTAL DE CITAS2
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2020
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H1

  • Transitional Kindergarten

    Open AccessJordan Berne, Katia Córdoba García et al.ARTICLEEducational Researcher2025Referencias: 22

    In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK’s fit in the early learning landscape. Broadly, we find TK in Michigan reduces some socioeconomic gaps in early program enrollment while exacerbating others. Specifically, districts with more White…

  • Latino Home Learning Opportunities, Parental Growth Mindset, and Child Academic Skills

    Diana Leyva, Gloria Yeomans-Maldonado et al.ARTICLEEarly Education and Development2024

    Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children’s academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities, parental mindsets, and child academic skills in a sample of 107 Latino parents and their kindergartners (M age = 67 months; 51% g…

  • Home food practices and Latino kindergarteners’ academic skills

    Open AccessDiana Leyva, Gloria Yeomans-Maldonado et al.ARTICLEEarly Childhood Research Quarterly2024Referencias: 13

  • Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners

    Open AccessDiana Leyva, Gloria Yeomans-Maldonado et al.ARTICLEJournal of Reading Behavior2023

    Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy tasks (IDELA food and animal vocabulary and personal narratives) that might leverage some eco-cultural assets of Latino children; it also examined concurrent ass…

  • A strengths-based, culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning

    Open AccessDiana Leyva, Christina Weiland et al.ARTICLEChild Development2022

    Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggesti…

  • Positive impacts of a strengths-based family program on Latino kindergarteners’ narrative language abilities

    Open AccessDiana Leyva, Anna Shapiro et al.ARTICLEDevelopmental Psychology2022Citada por: 2

    Narrative language abilities are foundational to literacy development and are a culturally grounded measure of early literacy for Latino children. This study evaluates the impacts on narrative language abilities and the costs of a 4-week, strengths-based program that leverages two valued sociocultural practices with built-in benefits, personal narratives, and family food routines (e.g., grocery shopping), for improving Latino kindergarteners' lea…

  • The benefits of prekindergarten programs

    Open AccessAnna ShapiroARTICLEPhi Delta Kappan2021

    A wealth of evidence shows that children who attend preK. and other early childhood programs have higher pre-academic skills at kindergarten entry than those who don’t attend, and the benefits of attending preK. can last long into adolescence and adulthood. Anna Shapiro discusses these findings and argues for making universal public preK. an urgent policy priority

  • The Kindergarten Hotspot

    Open AccessChristina Weiland, Rebecca Unterman et al.ARTICLEChild Development2021

    Preschool improves children’s kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today’s programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine …

  • The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

    Open AccessChristina Weiland, Rebecca Unterman et al.ARTICLEChild Development2020

    This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and t…