Jill S Cannon
Biographic Data
| ID | 6369316 |
|---|---|
| NAME | Jill S Cannon |
| GIVEN NAMES | Jill S |
| FAMILY NAME | Cannon |
| SIGNATURE | CANNON J S |
| AFFILIATIONS | RAND Corporation |
| ORCID | 0000-0002-9703-8325 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
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…
The Gross Developmental Potential (GDP2)
Many factors influence the health and well-being of children and the adults they will become. Yet there are significant gaps in how trajectories of healthy development are measured, how the potential for leading a healthy life is evaluated, and how that information can guide upstream policies and investments. The Gross Developmental Potential (GDP2) is proposed as a new capabilities-based framework for assessing threats to thriving and understand…
Home Visiting Start-Up
The effect of attending full‐day kindergarten on English learner students
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified Schoo…
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
Kindergarten policy varies widely both across and within states. Over the past decade, a number of states have instituted a full‐day kindergarten requirement and others are considering it as a way to increase educational achievement. Many parents also support full‐day kindergarten as a source of child care. This paper uses the Early Child Longitudinal Study–Kindergarten Class of 1998–1999 to evaluate the efficacy of this policy. In ordinary least…
Meeting decision makers' needs for evidence‐based information on child and family policy
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
Kindergarten policy varies widely both across and within states. Over the past decade, a number of states have instituted a full‐day kindergarten requirement and others are considering it as a way to increase educational achievement. Many parents also support full‐day kindergarten as a source of child care. This paper uses the Early Child Longitudinal Study–Kindergarten Class of 1998–1999 to evaluate the efficacy of this policy. In ordinary least…
Meeting decision makers' needs for evidence‐based information on child and family policy
The effect of attending full‐day kindergarten on English learner students
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified Schoo…
Meeting decision makers' needs for evidence‐based information on child and family policy
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
Kindergarten policy varies widely both across and within states. Over the past decade, a number of states have instituted a full‐day kindergarten requirement and others are considering it as a way to increase educational achievement. Many parents also support full‐day kindergarten as a source of child care. This paper uses the Early Child Longitudinal Study–Kindergarten Class of 1998–1999 to evaluate the efficacy of this policy. In ordinary least…
The effect of attending full‐day kindergarten on English learner students
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified Schoo…
Home Visiting Start-Up
The Gross Developmental Potential (GDP2)
Many factors influence the health and well-being of children and the adults they will become. Yet there are significant gaps in how trajectories of healthy development are measured, how the potential for leading a healthy life is evaluated, and how that information can guide upstream policies and investments. The Gross Developmental Potential (GDP2) is proposed as a new capabilities-based framework for assessing threats to thriving and understand…
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…
Early Childhood Education and Development (5 works) · Medicine (5 works) · Psychology (4 works) · Computer Science (3 works) · Parental Involvement in Education (3 works) · Political science (3 works) · Sociology (3 works) · Business (2 works) · Demography (2 works) · Demography (2 works)