Jade Marcus Jenkins
Biographic Data
| ID | 3979346 |
|---|---|
| NAME | Jade Marcus Jenkins |
| GIVEN NAMES | Jade Marcus |
| FAMILY NAME | Jenkins |
| SIGNATURE | JENKINS J M |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-2000-3087 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Head Start Plus: The Case for Piloting a Cadillac Public ECE Program
The long-term impacts of early childhood education (ECE) programs at scale are smaller than those produced by influential demonstration programs half a century ago. Several factors likely contribute, some of which are in the control of policymakers and the designers of ECE programs (e.g., targeting and quality), and some of which are not (quality of conditions for children not served by ECE programs and children's experiences outside of ECE). Cur…
Testing the structure–process–outcome model across different early care and education policy contexts
Regulations and policy in early care and education (ECE) is based largely on the idea that structural elements of ECE, such as child-adult ratio, predict teacher-child interactions that then predict child developmental outcomes. This structure-process-outcome model was initially proposed when many states had minimal ECE quality standards. Our study tested the structure-process-outcome model using four large early childhood data sets that were col…
Why are preschool programs becoming less effective
Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well‐being of children from low‐income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid‐20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early …
Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured using a “value-added” approach. NC Pre-K part…
Can peers help sustain the positive effects of an early childhood mathematics intervention
Paying for Preschool: Who Blends Funding in Early Childhood Education
As a result of patchwork policies, early childhood education (ECE) providers combine funding from multiple sources, known as blended funding. However, little is known about the consequences of blended funding for policy goals. We use national ECE provider data to identify the prevalence of blended funding models, and detailed state quality rating data to describe the relation between funding and quality through the lens of organizational theory. …
Skill Building in Early Care and Education Programs
Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains eit…
Impacts of the Covid-19 pandemic on the child care sector: Evidence from North Carolina
Keeping Kids in Care: Reducing Administrative Burden in State Child Care Development Fund Policy
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Who participates in quality rating and improvement systems
Head Start family services: Family characteristics as predictors of service use by Latinx families
Is delayed school entry harmful for children with disabilities
Dispersed vs. Centralized Policy Governance: The Case of State Early Care and Education Policy
Policy and public management scholars have long theorized about the fragmentation of policy governance across numerous agencies, yet the effects of concentrated or dispersed governance on outcomes of the target population are largely unknown. Child policy is a policy field where dispersion has raised particular concerns, leading several states to consolidate governance for children’s programs in recent years. After presenting arguments both for a…
Kindergarten redshirting: Motivations and spillovers using census-level data
Fadeout in an early mathematics intervention: Constraining content or preexisting differences
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
The Effects of Breastfeeding Exclusivity on Early Childhood Outcomes
Objectives. We examined the relationship between breastfeeding exclusivity and duration and children’s health and cognitive outcomes at ages 2 and 4 years. Methods. We used the Early Childhood Longitudinal Study—Birth Cohort, a nationally representative sample of 10 700 children born in the United States in 2001. Parent interviews and child assessments were conducted in measurement waves at 9 months, 2 years, 4 years, and in kindergarten, with th…
Keeping Kids in Care: Reducing Administrative Burden in State Child Care Development Fund Policy
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Fadeout in an early mathematics intervention: Constraining content or preexisting differences
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Kindergarten redshirting: Motivations and spillovers using census-level data
Who participates in quality rating and improvement systems
Impacts of the Covid-19 pandemic on the child care sector: Evidence from North Carolina
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
The Effects of Breastfeeding Exclusivity on Early Childhood Outcomes
Objectives. We examined the relationship between breastfeeding exclusivity and duration and children’s health and cognitive outcomes at ages 2 and 4 years. Methods. We used the Early Childhood Longitudinal Study—Birth Cohort, a nationally representative sample of 10 700 children born in the United States in 2001. Parent interviews and child assessments were conducted in measurement waves at 9 months, 2 years, 4 years, and in kindergarten, with th…
Testing the structure–process–outcome model across different early care and education policy contexts
Regulations and policy in early care and education (ECE) is based largely on the idea that structural elements of ECE, such as child-adult ratio, predict teacher-child interactions that then predict child developmental outcomes. This structure-process-outcome model was initially proposed when many states had minimal ECE quality standards. Our study tested the structure-process-outcome model using four large early childhood data sets that were col…
Why are preschool programs becoming less effective
Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well‐being of children from low‐income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid‐20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early …
Skill Building in Early Care and Education Programs
Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains eit…
Dispersed vs. Centralized Policy Governance: The Case of State Early Care and Education Policy
Policy and public management scholars have long theorized about the fragmentation of policy governance across numerous agencies, yet the effects of concentrated or dispersed governance on outcomes of the target population are largely unknown. Child policy is a policy field where dispersion has raised particular concerns, leading several states to consolidate governance for children’s programs in recent years. After presenting arguments both for a…
The Effects of Breastfeeding Exclusivity on Early Childhood Outcomes
Objectives. We examined the relationship between breastfeeding exclusivity and duration and children’s health and cognitive outcomes at ages 2 and 4 years. Methods. We used the Early Childhood Longitudinal Study—Birth Cohort, a nationally representative sample of 10 700 children born in the United States in 2001. Parent interviews and child assessments were conducted in measurement waves at 9 months, 2 years, 4 years, and in kindergarten, with th…
Dispersed vs. Centralized Policy Governance: The Case of State Early Care and Education Policy
Policy and public management scholars have long theorized about the fragmentation of policy governance across numerous agencies, yet the effects of concentrated or dispersed governance on outcomes of the target population are largely unknown. Child policy is a policy field where dispersion has raised particular concerns, leading several states to consolidate governance for children’s programs in recent years. After presenting arguments both for a…
Kindergarten redshirting: Motivations and spillovers using census-level data
Fadeout in an early mathematics intervention: Constraining content or preexisting differences
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Is delayed school entry harmful for children with disabilities
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Who participates in quality rating and improvement systems
Head Start family services: Family characteristics as predictors of service use by Latinx families
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
Impacts of the Covid-19 pandemic on the child care sector: Evidence from North Carolina
Keeping Kids in Care: Reducing Administrative Burden in State Child Care Development Fund Policy
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Paying for Preschool: Who Blends Funding in Early Childhood Education
As a result of patchwork policies, early childhood education (ECE) providers combine funding from multiple sources, known as blended funding. However, little is known about the consequences of blended funding for policy goals. We use national ECE provider data to identify the prevalence of blended funding models, and detailed state quality rating data to describe the relation between funding and quality through the lens of organizational theory. …
Skill Building in Early Care and Education Programs
Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains eit…
Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured using a “value-added” approach. NC Pre-K part…
Can peers help sustain the positive effects of an early childhood mathematics intervention
Why are preschool programs becoming less effective
Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well‐being of children from low‐income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid‐20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early …
Head Start Plus: The Case for Piloting a Cadillac Public ECE Program
The long-term impacts of early childhood education (ECE) programs at scale are smaller than those produced by influential demonstration programs half a century ago. Several factors likely contribute, some of which are in the control of policymakers and the designers of ECE programs (e.g., targeting and quality), and some of which are not (quality of conditions for children not served by ECE programs and children's experiences outside of ECE). Cur…
Testing the structure–process–outcome model across different early care and education policy contexts
Regulations and policy in early care and education (ECE) is based largely on the idea that structural elements of ECE, such as child-adult ratio, predict teacher-child interactions that then predict child developmental outcomes. This structure-process-outcome model was initially proposed when many states had minimal ECE quality standards. Our study tested the structure-process-outcome model using four large early childhood data sets that were col…
Early Childhood Education and Development (14 works) · Psychology (10 works) · Business (8 works) · Developmental psychology (8 works) · Medicine (8 works) · Parental Involvement in Education (7 works) · Early childhood education (6 works) · Economics (5 works) · Political science (5 works) · Computer Science (4 works)