Anamarie Whitaker
Biographic Data
| ID | 4441663 |
|---|---|
| NAME | Anamarie Whitaker |
| GIVEN NAMES | Anamarie |
| FAMILY NAME | Whitaker |
| SIGNATURE | WHITAKER A |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-6865-5850 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Holding Out or Holding Back? Shifts in Kindergarten Redshirting and Retention Since the Covid-19 Pandemic
This study examined changes in kindergarten redshirting and retention practices in Delaware since the COVID-19 pandemic. Using student-level data from fall 2010 to fall 2023, we found that redshirting rates spiked dramatically in fall 2021, with the largest relative increases among historically underrepresented groups including Black, Hispanic, and low-income students. Retention showed a long-term declining trend that was disrupted only in 2021, …
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 …
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
Family Well-Being and Self-Sufficiency Service Use in Head Start: The Impact of Family Participation and Demographic Predictors of Service Use
Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We used data from the Head Start Impact Study to examine the effect of early care and education on parents’ use of family services. Demographic characteristics of parents were also examined in relation to service use. Research Findings: Results indicate tha…
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System
Quality rating and improvement systems (QRISs) are designed to assess, improve, and communicate the quality of early care and education programs. Using administrative data, we investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality. Research Findings: On average, participating providers in…
Child care and family processes: Bi-directional relations between child care quality, home environments, and maternal depression
The current study examined whether within-family changes in child care quality and quantity predicted subsequent changes in home environment quality and maternal depression across early childhood (6 to 54 months of age). Data were drawn from the NICHD Study of Early Child Care and Youth Development (n = 1239; 77% White; 48% female; data collection from 1991 to 1996), and were analyzed using Random Intercept Cross-Lagged Panel Models. Within-famil…
Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings
Children's early environmental experiences are often considered highly influential for later life development. Yet, environmental contexts, such as the home and early care and education (ECE) setting, and multiple aspects of each setting, are not typically examined concurrently. In this study, we examined associations between cognitive stimulation and emotional support in the home and ECE setting during the preschool years (36-54 months) with ado…
Center-based early care and education programs and quality indicators: A latent class analysis
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery
Presenting a strategic approach to aid Puerto Rico's recovery from Hurricanes Irma and Maria, the report details prestorm conditions, assesses damage and recovery needs, and describes courses of action for the Education sector. Analyses and discussions with local education stakeholders and subject-matter experts informed the development of 13 courses of action to support Puerto Rico's recovery plan and efforts to transform the education system.
Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning
Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early …
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
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 …
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
Center-based early care and education programs and quality indicators: A latent class analysis
The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery
Presenting a strategic approach to aid Puerto Rico's recovery from Hurricanes Irma and Maria, the report details prestorm conditions, assesses damage and recovery needs, and describes courses of action for the Education sector. Analyses and discussions with local education stakeholders and subject-matter experts informed the development of 13 courses of action to support Puerto Rico's recovery plan and efforts to transform the education system.
Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning
Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early …
Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems
Center-based early care and education programs and quality indicators: A latent class analysis
Family Well-Being and Self-Sufficiency Service Use in Head Start: The Impact of Family Participation and Demographic Predictors of Service Use
Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We used data from the Head Start Impact Study to examine the effect of early care and education on parents’ use of family services. Demographic characteristics of parents were also examined in relation to service use. Research Findings: Results indicate tha…
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System
Quality rating and improvement systems (QRISs) are designed to assess, improve, and communicate the quality of early care and education programs. Using administrative data, we investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality. Research Findings: On average, participating providers in…
Child care and family processes: Bi-directional relations between child care quality, home environments, and maternal depression
The current study examined whether within-family changes in child care quality and quantity predicted subsequent changes in home environment quality and maternal depression across early childhood (6 to 54 months of age). Data were drawn from the NICHD Study of Early Child Care and Youth Development (n = 1239; 77% White; 48% female; data collection from 1991 to 1996), and were analyzed using Random Intercept Cross-Lagged Panel Models. Within-famil…
Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings
Children's early environmental experiences are often considered highly influential for later life development. Yet, environmental contexts, such as the home and early care and education (ECE) setting, and multiple aspects of each setting, are not typically examined concurrently. In this study, we examined associations between cognitive stimulation and emotional support in the home and ECE setting during the preschool years (36-54 months) with ado…
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
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 …
Holding Out or Holding Back? Shifts in Kindergarten Redshirting and Retention Since the Covid-19 Pandemic
This study examined changes in kindergarten redshirting and retention practices in Delaware since the COVID-19 pandemic. Using student-level data from fall 2010 to fall 2023, we found that redshirting rates spiked dramatically in fall 2021, with the largest relative increases among historically underrepresented groups including Black, Hispanic, and low-income students. Retention showed a long-term declining trend that was disrupted only in 2021, …
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 (10 works) · Psychology (8 works) · Medicine (7 works) · Computer Science (6 works) · Developmental psychology (6 works) · Business (5 works) · Political science (5 works) · Parental Involvement in Education (4 works) · Child development (3 works) · Clinical Psychology (3 works)