Jason Sachs

Dados Biográficos

ID	4274569
NOME	Jason Sachs
PRENOMES	Jason
SOBRENOME	Sachs
ASSINATURA	SACHS J
AFILIAÇÕES	Boston Public Schools
ORCID	0000-0001-7048-8257
VERIFICADO	Sim
TOTAL DE OBRAS	16
TOTAL DE CITAÇÕES	53
TOTAL COMO AUTOR	16
TOTAL COMO EDITOR	0
PRIMEIRO ANO DE PUBLICAÇÃO	2012
ANO MAIS RECENTE DE PUBLICAÇÃO	2026
ÍNDICE H	4

Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains
Open AccessEmily Yerington, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2026Referências: 6
When time is relative
Open AccessPaola Guerrero Rosada, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2026
Moving Beyond Point in Time Estimates
Open AccessMeghan P Mccormick, Emily Hanno et al.ARTICLEChild Development2025Referências: 48
This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 1
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Lillie Moffett, Christina Weiland et al.ARTICLEEarly Education and Development2024
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Open AccessLillie Moffett, Amanda Weissman et al.ARTICLEJournal of Educational Psychology2023
The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills
Open AccessMarissa E Thompson, Christina Weiland et al.ARTICLESocius Sociological Research for…2023Referências: 24
Children from historically marginalized racial/ethnic and socioeconomic groups, on average, score lower on widely used assessments of academic, executive functioning, and social-emotional skills at kindergarten entry, but the extent to which these differences are shaped by exposure to early schooling is unclear. Using data from a public prekindergarten and kindergarten program in Boston, we leverage a seasonal comparison design to examine how pat…
Instructional alignment is associated with PreK persistence
Open AccessMeghan P Mccormick, Cullen MacDowell et al.ARTICLEEarly Childhood Research Quarterly2023Citada por: 2Referências: 10
Learning experiences vary across young children in the same classroom
Open AccessChristina Weiland, Lillie Moffett et al.ARTICLEEarly Childhood Research Quarterly2023Citada por: 2Referências: 9
Content-rich instruction and cognitive demand in prek
Open AccessMichelle F Maier, Meghan P Mccormick et al.ARTICLEEarly Childhood Research Quarterly2022Citada por: 4Referências: 5
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
Open AccessMeghan P Mccormick, Mirjana Pralica et al.ARTICLEDevelopmental Psychology2022Citada por: 4
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
Open AccessMeghan Mccormick, Christina Weiland et al.ARTICLEChild Development2021
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
Open AccessMeghan P Mccormick, Mirjana Pralica et al.ARTICLEAmerican Educational Research…2021Citada por: 1Referências: 69
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during…
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Open AccessPaola Guerrero-Rosada, Christina Weiland et al.ARTICLEEarly Childhood Research Quarterly2020Citada por: 6Referências: 15
Time well spent
Open AccessMeghan P Mccormick, Amanda Weissman et al.ARTICLEDevelopmental Psychology2020Citada por: 8
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
Open AccessChristina Weiland, Kchersti Ulvestad et al.ARTICLEEarly Childhood Research Quarterly2012Citada por: 26Referências: 17