Anna J Markowitz
Biographic Data
| ID | 83562 |
|---|---|
| NAME | Anna J Markowitz |
| GIVEN NAMES | Anna J |
| FAMILY NAME | Markowitz |
| SIGNATURE | MARKOWITZ A J |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0001-8606-6219 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 81 |
| WORKS AS AUTHOR | 27 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Links Between Early Educator Psychological Well-Being and Time Spent on Academic Activities in Child-Care Settings
Early educators are essential to the creation of effective learning environments for children, through both their everyday interactions and their planning and delivering of specific, developmentally appropriate instruction in language, literacy, and mathematics. In the United States, however, early educators working in child-care settings earn very low wages and often struggle with well-being. This study uses data from early educators working in …
Associations among early childhood educator compensation, wellbeing, and job commitment
Supporting newly hired child care teachers
Changes in Children’s Kindergarten Readiness in the Wake of Covid-19
Background/Context: The COVID-19 pandemic disrupted family life in myriad ways, including increasing family stress and reducing access to early care and education experiences. Such factors suggest that children’s early learning and development may have been negatively impacted, which would have long-term implications for necessary school support. Purpose/Objective/Research Question/Focus of Study: This study estimates statewide changes in kinderg…
Links among early childhood leadership, teacher-child interaction quality, and teacher retention
Linking early educator wellbeing to classroom interactions and teacher turnover
Linking professional development to classroom quality
Following the leader
Teacher Education and the Quality of Teacher-Child Interactions
Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers’ education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include programs serving toddlers. This paper addresses these…
The Child and Adolescent Thriving Index 1.0
The online version contains supplementary material available at 10.1007/s12187-022-09962-0
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic
Hard-to-staff centers
A director like me
Teacher Turnover in Early Childhood Education
This study uses longitudinal data to follow a cohort ( N = 4,465) of all early childhood education teachers working in publicly funded, center-based settings in Louisiana over a 3-year period. We present the proportion of teachers still at their sites across six time points between 2016 and 2019, providing the first statewide, longitudinal estimates of within-year and multiyear retention. We find that less than 40% teachers in the fall of 2016 ar…
New Evidence on Teacher Turnover in Early Childhood
This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one thi…
Food Insecurity
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then c…
Can parents do it all? Changes in parent involvement from 1997 to 2009 among Head Start families
Changes in academic instructional experiences in Head Start classrooms from 2001–2015
Simplifying quality rating systems in early childhood education
Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start
Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teache…
Examining the validity of a widely-used school readiness assessment
Are there differences in parents’ preferences and search processes across preschool types? Evidence from Louisiana
Changes in School Engagement as a Function of No Child Left Behind
After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students’ school engagement—a multidimensional construct that describes students’ active involvement and commitment to school and encompasses students’ thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological in…
Associations Between School Connection and Depressive Symptoms From Adolescence Through Early Adulthood
Depressive symptomatology is one of the most common and costly threats to American mental health, making the elucidation of environmental influences on depressive symptoms particularly important. Using the National Longitudinal Study of Adolescent Health, this study explores the interaction between environmental risk and protective factors in the etiology of depressive symptoms by asking whether school connection is associated with lower levels o…
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identific…
Are there differences in parents’ preferences and search processes across preschool types? Evidence from Louisiana
Teacher Turnover in Early Childhood Education
This study uses longitudinal data to follow a cohort ( N = 4,465) of all early childhood education teachers working in publicly funded, center-based settings in Louisiana over a 3-year period. We present the proportion of teachers still at their sites across six time points between 2016 and 2019, providing the first statewide, longitudinal estimates of within-year and multiyear retention. We find that less than 40% teachers in the fall of 2016 ar…
Father Absence and Adolescent Depression and Delinquency
Although associations between having a nonresident father and increased internalizing and externalizing behaviors in adolescence have been well documented, research has yet to establish the plausible causality of these links or identify underlying mechanisms. Using data from the National Longitudinal Survey of Youth 1979 - Young Adult survey, this study addresses these questions by comparing the depressive symptoms and delinquent behavior of sibl…
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identific…
Changes in academic instructional experiences in Head Start classrooms from 2001–2015
Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start
Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teache…
Changes in School Engagement as a Function of No Child Left Behind
After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students’ school engagement—a multidimensional construct that describes students’ active involvement and commitment to school and encompasses students’ thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological in…
Following the leader
Hard-to-staff centers
Associations Between School Connection and Depressive Symptoms From Adolescence Through Early Adulthood
Depressive symptomatology is one of the most common and costly threats to American mental health, making the elucidation of environmental influences on depressive symptoms particularly important. Using the National Longitudinal Study of Adolescent Health, this study explores the interaction between environmental risk and protective factors in the etiology of depressive symptoms by asking whether school connection is associated with lower levels o…
Linking professional development to classroom quality
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic
A director like me
Examining the validity of a widely-used school readiness assessment
Child care subsidies and child care choices
Simplifying quality rating systems in early childhood education
Child care subsidies and child care choices
Associations Between School Connection and Depressive Symptoms From Adolescence Through Early Adulthood
Depressive symptomatology is one of the most common and costly threats to American mental health, making the elucidation of environmental influences on depressive symptoms particularly important. Using the National Longitudinal Study of Adolescent Health, this study explores the interaction between environmental risk and protective factors in the etiology of depressive symptoms by asking whether school connection is associated with lower levels o…
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identific…
Father Absence and Adolescent Depression and Delinquency
Although associations between having a nonresident father and increased internalizing and externalizing behaviors in adolescence have been well documented, research has yet to establish the plausible causality of these links or identify underlying mechanisms. Using data from the National Longitudinal Survey of Youth 1979 - Young Adult survey, this study addresses these questions by comparing the depressive symptoms and delinquent behavior of sibl…
Are there differences in parents’ preferences and search processes across preschool types? Evidence from Louisiana
Changes in School Engagement as a Function of No Child Left Behind
After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students’ school engagement—a multidimensional construct that describes students’ active involvement and commitment to school and encompasses students’ thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological in…
Examining the validity of a widely-used school readiness assessment
Changes in academic instructional experiences in Head Start classrooms from 2001–2015
Simplifying quality rating systems in early childhood education
Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start
Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teache…
New Evidence on Teacher Turnover in Early Childhood
This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one thi…
Food Insecurity
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then c…
Can parents do it all? Changes in parent involvement from 1997 to 2009 among Head Start families
Teacher Education and the Quality of Teacher-Child Interactions
Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers’ education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include programs serving toddlers. This paper addresses these…
The Child and Adolescent Thriving Index 1.0
The online version contains supplementary material available at 10.1007/s12187-022-09962-0
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic
Hard-to-staff centers
A director like me
Teacher Turnover in Early Childhood Education
This study uses longitudinal data to follow a cohort ( N = 4,465) of all early childhood education teachers working in publicly funded, center-based settings in Louisiana over a 3-year period. We present the proportion of teachers still at their sites across six time points between 2016 and 2019, providing the first statewide, longitudinal estimates of within-year and multiyear retention. We find that less than 40% teachers in the fall of 2016 ar…
Linking professional development to classroom quality
Following the leader
Linking early educator wellbeing to classroom interactions and teacher turnover
Changes in Children’s Kindergarten Readiness in the Wake of Covid-19
Background/Context: The COVID-19 pandemic disrupted family life in myriad ways, including increasing family stress and reducing access to early care and education experiences. Such factors suggest that children’s early learning and development may have been negatively impacted, which would have long-term implications for necessary school support. Purpose/Objective/Research Question/Focus of Study: This study estimates statewide changes in kinderg…
Links among early childhood leadership, teacher-child interaction quality, and teacher retention
Links Between Early Educator Psychological Well-Being and Time Spent on Academic Activities in Child-Care Settings
Early educators are essential to the creation of effective learning environments for children, through both their everyday interactions and their planning and delivering of specific, developmentally appropriate instruction in language, literacy, and mathematics. In the United States, however, early educators working in child-care settings earn very low wages and often struggle with well-being. This study uses data from early educators working in …
Early Childhood Education and Development (23 works) · Psychology (23 works) · Medicine (19 works) · Developmental psychology (16 works) · Parental Involvement in Education (12 works) · Early childhood education (10 works) · Child care (9 works) · Medical education (8 works) · Nursing (8 works) · Political science (8 works)