Justin B Doromal

Dados Biográficos

ID3093173
NOMEJustin B Doromal
PRENOMESJustin B
SOBRENOMEDoromal
ASSINATURADOROMAL J B
AFILIAÇÕESUrban Institute
ORCID0000-0001-8988-1606
VERIFICADOSim
TOTAL DE OBRAS10
TOTAL DE CITAÇÕES15
TOTAL COMO AUTOR10
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2022
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H3

  • The Effects of Public Pre-K for 3-Year-Olds on Early Elementary Public School Enrollment

    Open AccessBreno Braga, Justin B Doromal et al.ARTICLEEducational Evaluation and Policy…2026

    Universal public prekindergarten programs increasingly include 3-year-olds, but evidence on their effects on public school enrollment remains limited. This study uses data on 4,561 applicants to the District of Columbia’s (DC’s) Pre-K3 program (2014–2017) and a centralized admissions lottery to estimate causal impacts on early elementary enrollment. Students offered seats in school-based Pre-K3 were more likely to remain in the public education s…

  • Does teacher turnover relate to lower safety and quality in child care settings

    Open AccessTodd W Hall, Todd Hall et al.ARTICLEEarly Childhood Research Quarterly2026Referências: 52

  • Links among early childhood leadership, teacher-child interaction quality, and teacher retention

    Open AccessAnna J Markowitz, Justin B Doromal et al.ARTICLEEarly Childhood Research Quarterly2025

  • Increasing access in the ECE enrollment process

    Open AccessLindsay Bell Weixler, Jon Valant et al.ARTICLEEarly Childhood Research Quarterly2024Citada por: 1Referências: 9

    Most families with eligible children aged 0–3 did not apply for public ECE in New Orleans. • ECE enrollment is a multistep process, with potential enrollees lost at each step. • Text-message notices raised application rates by 33 % but did not affect enrollment. • The marginal cost of these texts was less than $0.50 per additional submitted application. Enrolling in publicly funded early childhood programs in the U.S. often requires families to n…

  • Following the leader

    Open AccessJustin B Doromal, Anna J MarkowitzARTICLEEarly Childhood Research Quarterly2023Citada por: 5Referências: 5

  • Reducing Complexity to Support Families Navigating Early Care and Education Systems

    Open AccessJustin B Doromal, Molly Michie et al.ARTICLEThe Annals of the American…2023Citada por: 4Referências: 39

    Most families with young children in the U.S. need reliable, high-quality early care and education (ECE) programs that help adults support their families while supporting children's development. Yet the fragmented nature of public investments in ECE has led to a complex system that is difficult for families to navigate. We describe how families struggle to access publicly funded ECE programs because they face challenges in finding information abo…

  • Among underserved children, behavioral self-regulation most consistently predicts early elementary teachers’ ratings of overall social–emotional learning

    Open AccessClaire E Cameron, Helyn Kim et al.ARTICLEFrontiers in Education2022

    The need for strengths-based perspectives on how children develop social–emotional learning (SEL) is especially pronounced in the context of research conducted with communities challenged by few resources and a history of oppression. This study included 313 underserved, primarily Black children who were assessed with several SEL building block measures at kindergarten entry. Specifically, we asked which SEL building blocks contributed to longitud…

  • Engaging girls in math

    Open AccessChris Doss, Christopher Doss et al.ARTICLEEconomics of Education Review2022

  • Hard-to-staff centers

    Open AccessJustin B Doromal, Daphna Bassok et al.ARTICLEEarly Childhood Research Quarterly2022Citada por: 3Referências: 4

  • A director like me

    Open AccessTodd W Hall, Todd Hall et al.ARTICLEEarly Childhood Research Quarterly2022Citada por: 2Referências: 9