Vi-Nhuan Le
Biographic Data
| ID | 5027541 |
|---|---|
| NAME | Vi-Nhuan Le |
| GIVEN NAMES | Vi-Nhuan |
| FAMILY NAME | Le |
| SIGNATURE | LÊ V |
| AFFILIATIONS | NORC at the University of Chicago |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 76 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Self-Reported Depressive Symptoms Among Preschool Teachers
Research Findings: Prior research has found that depressive symptoms among early childhood teachers are associated with lower levels of instructional, emotional, and behavioral support to children, and to lower levels of work engagement. This study extended prior research by exploring associations between preschool teachers’ depressive symptoms and children’s social-emotional, early literacy, math, and executive functioning skills, and parental c…
Associations between a preschool tuition credit and children’s school success outcomes
When Fulfillment is Not Enough
Research Findings: This study examined the job demands and job resources of a sample of 273 early childhood teachers in Colorado. The study explored the relationships among their job demands and resources, occupational burnout, and turnover intentions using a two-level mediated model. Study findings suggest that teachers’ emotional exhaustion and depersonalization from the work is a function of lack of job control, lack of collegial relationships…
Do Student-Level Incentives Increase Student Achievement? A Review of the Effect of Monetary Incentives on Test Performance
Background Policymakers have debated whether test scores represent students’ maximum level of effort, prompting research into whether student-level financial incentives can improve test scores. If cash incentives are shown to improve students’ test performance, there can be questions as to whether test scores obtained in the absence of financial incentives accurately reflect what students know and can do. This can raise concerns as to whether tes…
Disparities Across Time
Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Res…
Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten
Advanced Content Coverage at Kindergarten
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children’s social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not o…
Is full-day kindergarten linked to children’s physical activity
Using the early childhood environment rating scale-Revised in high stakes contexts
A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language
A Kindergarten Teacher Like Me
Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have di…
Full- Versus Part-Day Kindergarten for Children With Disabilities
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children’s outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by examining whether full-day kindergarten participation predicts differences in achievement and social-emo…
Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes
Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move betw…
Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System
Examining the factor structure of the Family Child Care Environment Rating Scale—Revised
Using generalized additive modeling to empirically identify thresholds within the Iters in relation to toddlers' cognitive development
Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between diffe…
Measuring child–staff ratios in child care centers
Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (Ecers-R)
A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language
A Kindergarten Teacher Like Me
Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have di…
Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (Ecers-R)
Using generalized additive modeling to empirically identify thresholds within the Iters in relation to toddlers' cognitive development
Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between diffe…
Using the early childhood environment rating scale-Revised in high stakes contexts
Is full-day kindergarten linked to children’s physical activity
Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System
Examining the factor structure of the Family Child Care Environment Rating Scale—Revised
Measuring child–staff ratios in child care centers
Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes
Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move betw…
Advanced Content Coverage at Kindergarten
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children’s social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not o…
Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (Ecers-R)
Measuring child–staff ratios in child care centers
Examining the factor structure of the Family Child Care Environment Rating Scale—Revised
Using generalized additive modeling to empirically identify thresholds within the Iters in relation to toddlers' cognitive development
Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between diffe…
Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System
Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes
Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move betw…
Full- Versus Part-Day Kindergarten for Children With Disabilities
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children’s outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by examining whether full-day kindergarten participation predicts differences in achievement and social-emo…
Is full-day kindergarten linked to children’s physical activity
Using the early childhood environment rating scale-Revised in high stakes contexts
A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language
A Kindergarten Teacher Like Me
Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have di…
Advanced Content Coverage at Kindergarten
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children’s social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not o…
When Fulfillment is Not Enough
Research Findings: This study examined the job demands and job resources of a sample of 273 early childhood teachers in Colorado. The study explored the relationships among their job demands and resources, occupational burnout, and turnover intentions using a two-level mediated model. Study findings suggest that teachers’ emotional exhaustion and depersonalization from the work is a function of lack of job control, lack of collegial relationships…
Do Student-Level Incentives Increase Student Achievement? A Review of the Effect of Monetary Incentives on Test Performance
Background Policymakers have debated whether test scores represent students’ maximum level of effort, prompting research into whether student-level financial incentives can improve test scores. If cash incentives are shown to improve students’ test performance, there can be questions as to whether test scores obtained in the absence of financial incentives accurately reflect what students know and can do. This can raise concerns as to whether tes…
Disparities Across Time
Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Res…
Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten
Self-Reported Depressive Symptoms Among Preschool Teachers
Research Findings: Prior research has found that depressive symptoms among early childhood teachers are associated with lower levels of instructional, emotional, and behavioral support to children, and to lower levels of work engagement. This study extended prior research by exploring associations between preschool teachers’ depressive symptoms and children’s social-emotional, early literacy, math, and executive functioning skills, and parental c…
Associations between a preschool tuition credit and children’s school success outcomes
Psychology (17 works) · Developmental psychology (15 works) · Early Childhood Education and Development (14 works) · Medicine (7 works) · Parental Involvement in Education (7 works) · Social Psychology (7 works) · Early childhood (5 works) · Rating scale (5 works) · Scale (ratio (5 works) · School Choice and Performance (5 works)