Terri J Sabol
Biographic Data
| ID | 5182270 |
|---|---|
| NAME | Terri J Sabol |
| GIVEN NAMES | Terri J |
| FAMILY NAME | Sabol |
| SIGNATURE | SABOL T J |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0003-1991-6564 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Does adding parent education and workforce training to Head Start promote or interfere with children's development
This study explores the effects of the two-generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, …
The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start
We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents’ English reading skills and engage…
Impact of the Chicago universal pre-kindergarten expansion
Pushing the boundaries of education research
Improving Preschool Accountability Systems
Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framewo…
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive fun…
Exploring treatment impact heterogeneity across sites
A step toward measuring children’s college-bound identity in children’s savings accounts programs
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
A Two-Generation Education Intervention and Children’s Attendance in Head Start
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates …
Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems
Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children’s well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive differe…
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and …
ECE quality indicators and child outcomes
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool classrooms in one medium-sized U.S. city. Results indicated that children's positive engagement with (a) teac…
A Two-Generation Human Capital Approach to Anti-poverty Policy
TERESA ECKRICH SOMMER, TERRI J. SABOL, ELISE CHOR, WILLIAM SCHNEIDER, P. LINDSAY CHASE-LANSDALE, JEANNE BROOKS-GUNN, MARIO L. SMALL, CHRISTOPHER KING, HIROKAZU YOSHIKAWA, A Two-Generation Human Capital Approach to Anti-Poverty Policy, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 4, No. 3, Anti-Poverty Policy Initiatives for the United States (FEBRUARY 2018), pp. 118-143
Head Start, two-generation ESL services, and parent engagement
The long arm of childhood
The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health among children who attended preschool, parental care, or home-based care at age 4 (n = 742). Using qu…
Parents' persistence and certification in a two-generation education and training program
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs
The Influence of Low-Income Children's Participation in Head Start on Their Parents’ Education and Employment
Head Start is the oldest and largest federally funded preschool program in the United States. From its inception in 1965, Head Start not only provided early childhood education, care, and services for children, but also sought to promote parents’ success. However, almost all evaluation studies of Head Start have focused solely on children's cognitive and social outcomes rather than on parents’ outcomes. The present study examines whether children…
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Relationships Between Teachers and Children
Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic science work in social development as well as efforts in education and prevention science. Within the past decade, a focus on relational and interactive processes to support children's development within the classroom setting has proliferated, with multiple discipline…
Recent trends in research on teacher–child relationships
Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic work in attachment as well as research on social development. Recently, the focus on relational processes in effort to support children's development in the classroom has proliferated, with multiple disciplines and fields engaging in research on teacher-child relation…
Teacher–Child Interactions in the Classroom
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
ECE quality indicators and child outcomes
The Influence of Low-Income Children's Participation in Head Start on Their Parents’ Education and Employment
Head Start is the oldest and largest federally funded preschool program in the United States. From its inception in 1965, Head Start not only provided early childhood education, care, and services for children, but also sought to promote parents’ success. However, almost all evaluation studies of Head Start have focused solely on children's cognitive and social outcomes rather than on parents’ outcomes. The present study examines whether children…
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs
The long arm of childhood
The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health among children who attended preschool, parental care, or home-based care at age 4 (n = 742). Using qu…
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
Head Start, two-generation ESL services, and parent engagement
Parents' persistence and certification in a two-generation education and training program
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems
Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children’s well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive differe…
A Two-Generation Human Capital Approach to Anti-poverty Policy
TERESA ECKRICH SOMMER, TERRI J. SABOL, ELISE CHOR, WILLIAM SCHNEIDER, P. LINDSAY CHASE-LANSDALE, JEANNE BROOKS-GUNN, MARIO L. SMALL, CHRISTOPHER KING, HIROKAZU YOSHIKAWA, A Two-Generation Human Capital Approach to Anti-Poverty Policy, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 4, No. 3, Anti-Poverty Policy Initiatives for the United States (FEBRUARY 2018), pp. 118-143
Teacher–Child Interactions in the Classroom
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
Relationships Between Teachers and Children
Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic science work in social development as well as efforts in education and prevention science. Within the past decade, a focus on relational and interactive processes to support children's development within the classroom setting has proliferated, with multiple discipline…
Recent trends in research on teacher–child relationships
Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic work in attachment as well as research on social development. Recently, the focus on relational processes in effort to support children's development in the classroom has proliferated, with multiple disciplines and fields engaging in research on teacher-child relation…
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs
The Influence of Low-Income Children's Participation in Head Start on Their Parents’ Education and Employment
Head Start is the oldest and largest federally funded preschool program in the United States. From its inception in 1965, Head Start not only provided early childhood education, care, and services for children, but also sought to promote parents’ success. However, almost all evaluation studies of Head Start have focused solely on children's cognitive and social outcomes rather than on parents’ outcomes. The present study examines whether children…
Parents' persistence and certification in a two-generation education and training program
The long arm of childhood
The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health among children who attended preschool, parental care, or home-based care at age 4 (n = 742). Using qu…
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool classrooms in one medium-sized U.S. city. Results indicated that children's positive engagement with (a) teac…
A Two-Generation Human Capital Approach to Anti-poverty Policy
TERESA ECKRICH SOMMER, TERRI J. SABOL, ELISE CHOR, WILLIAM SCHNEIDER, P. LINDSAY CHASE-LANSDALE, JEANNE BROOKS-GUNN, MARIO L. SMALL, CHRISTOPHER KING, HIROKAZU YOSHIKAWA, A Two-Generation Human Capital Approach to Anti-Poverty Policy, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 4, No. 3, Anti-Poverty Policy Initiatives for the United States (FEBRUARY 2018), pp. 118-143
Head Start, two-generation ESL services, and parent engagement
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and …
ECE quality indicators and child outcomes
A Two-Generation Education Intervention and Children’s Attendance in Head Start
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates …
Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems
Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children’s well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive differe…
Improving Preschool Accountability Systems
Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framewo…
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive fun…
Exploring treatment impact heterogeneity across sites
A step toward measuring children’s college-bound identity in children’s savings accounts programs
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
Pushing the boundaries of education research
Does adding parent education and workforce training to Head Start promote or interfere with children's development
This study explores the effects of the two-generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, …
The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start
We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents’ English reading skills and engage…
Impact of the Chicago universal pre-kindergarten expansion
Early Childhood Education and Development (23 works) · Psychology (23 works) · Developmental psychology (21 works) · Parental Involvement in Education (13 works) · Medicine (12 works) · Child and Adolescent Psychosocial and Emotional Development (9 works) · Pedagogy (8 works) · Early childhood (7 works) · Early childhood education (7 works) · Political science (7 works)