Reports and Articles by Center Researchers

This page lists selected reports and articles by NCCF researchers.

Featured in the News: 

The Teachers College Newsroom recently featured the work of Dr. Jeanne Reid, Samantha Melvin, Dr. Sharon Lynn Kagan, and Dr Jeanne Brooks-Gunn in the article, “Strengthening Child Care for Infants and Toddlers: New recommendations from TC’s National Center for Children & Families.” Read the article here.  

The work of former Center graduate, Aliza Pressman, was recently featured in the New York Times article, “How the Pandemic Is Affecting What Babies and Toddlers Learn.” Read the article here.

In Press

Kagan, S. L. (In press). Beyond Monday morning: The Early Advantage examines contexts, services, and governance. Young Children.

Kagan, S. L., & Dermody, C. (In press). A systems approach to advancing early learning at scale. Washington, DC: The World Bank.

Kagan, S. L., & Dermody, C. (In press). Building early childhood systems. Bernard Van Leer Early Childhood Matters.

Kagan, S. L., & Dermody, C. (In press). Thinking Differently, Acting Wisely. In Dunlop, A., Peters, P., & Kagan, S. L. (Eds.) (In press). The Bloomsbury Handbook of Early Childhood Transitions. London, UK. Bloomsbury Publishing.

Neuman, M. J., Roth, J. L., & Kagan, S. L. (In press). A compendium of international early childhood systems research. Washington, DC: National Center on Education and the Economy.

2020

Kagan, S. L. (2020). Context matters: Lessons learned from the world’s highest-performing early education systems. Young Children, 75(1), 22-31.

Kagan, S. L. (2020). The early advantage: Lessons learned from six countries that serve children and families well. Young Children, 75(1), 6-75.

Brooks-Gunn, J., & Lazzeroni, S. (2020). What are reasonable expectations for ECE program effectiveness? Early Childhood Education (pp. 37-62). New York: Foundation for Child Development.

Kagan, S. L., & Landsberg, E. (2020). Systems Sciences. In D. F. Gullo, & M. E. Graue (Eds.), The sciences of early childhood education: From diverse perspectives to common practices. Routledge.

Melvin, S. A, Landsberg, E., & Kagan, S. L. (2020). International curriculum frameworks: Increasing equity and driving systems change. Young Children, 75(1), 10-21.

Sabol, T., Sommer, T., Chase-Lansdale, L., & Brooks-Gunn, J. (2020). Intergenerational economic mobility for low-income parents and their children: A dual developmental science framework. Annual Review of Psychology, 72. 

Sabol, T., Sommer T., Chase-Lansdale, L., & Brooks-Gunn, J. (2020). A two-generation education intervention and children’s attendance in Head Start. Child Development. DOI: doi.org/10.1111/cdev.13397

Gard, A. M., Maxwell, A. M., Shaw, D. S., Mitchell, C., Brooks-Gunn, J., McLanahan, S. S., Forbes, E. E., Monk, C. S., & Hyde, L. W. (2020). Beyond family-level adversities: Exploring the developmental timing of neighborhood disadvantage effects on the brain. Developmental Science. DOI: doi.org/10.1111/desc.12985

Goetschius, L. G., Hein, T. C., Mitchell, C., Lopez-Duran, N. L., McLoyd, V. C., Brooks-Gunn, J., McLanahan, S. S., Hyde, L. W., & Monk, C. S. (2020). Childhood violence exposure and social deprivation predict adolescent amygdala-orbitofrontal cortex white matter connectivity. Developmental Cognitive Neuroscience, 45, 100849.

Goetschius, L.G., Hein, T.C., McLanahan, S.S., Brooks-Gunn, J., McLoyd, V.C., Dotterer, H.D.,  Lopez-Duran, N.L, Mitchell, C., Hyde, L.W., Monk, C.S., & Beltz, A.M. (2020). Association of childhood violence exposure with adolescent neural network density. JAMA Network Open, 3(9), e2017850.

Lundberg, I., Gold, S., Donnelly, L., Brooks-Gunn, J., & McLanahan, S. (2020). Government assistance protects low-income families from eviction. Journal of Policy Analysis and   Management. DOI: doi.org/10.1002/pam.22234

Koss, K., Schneper, L. M., Brooks-Gunn, J., McLanahan, S., Mitchell, C., & Notterman, D. A. (2020). Early puberty and telomere length in preadolescent girls and mothers. The Journal of Pediatrics, 222, 193-199.e5.

Salganik, M. J., Lundberg, I., Kindel, A. T., Ahearn, C. E., Al-Ghoneim, K., Almaatouq, A., Altschul, D. M., Brand, J. E., Carnegie, N. B., Compton, R. J., Datta, D., . . . Brooks-Gunn, J.,  Engelhardt, B. E., Hardt, M., Knox, D., Levy, K., Narayanan, A., Stewart, B. M., Watts, D. J., &  McLanahan, S. (2020). Measuring the predictability of life outcomes with a scientific mass collaboration. Proceedings of the National Academy of Sciences, 117(15), 8398-8403.

2019 

Kagan, S. L. (Ed.). (2019). The early advantage 2: Building systems that work for young children. New York, NY: Teachers College Press

Kagan, S. L. (2019). Lessons and speculations. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 215-232). New York, NY: Teachers College Press.

Kagan, S. L. (2019). The quest for social strategy. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 1-19). New York, NY: Teachers College Press.

Han, W-J., Hetzner, N. P., & Brooks-Gunn, J. (2019). Employment and parenting. In M. Bornstein (Ed.), The Handbook of Parenting (3^rd ed.) (pp. 274-300). New York: Routledge.

Kagan, S. L., Landsberg, E., Bull, R., & Roth, J. L. (2019). Comprehensive services, funding, and governance. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 50-93). New York, NY: Teachers College Press.

Kagan, S. L., Melvin, S. A., Landsberg, E., Kumpulainen, K., & Reid, J. L. (2019). Knowledgeable and supported teachers and families. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 94-140). New York, NY: Teachers College Press.

Kagan, S. L., Sylva, K., Reid, J. L., & Landsberg, E. (2019). Data to drive improvement. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 174-214). New York, NY: Teachers College Press.

Melvin, S. A., Landsberg, E., & Kagan, S. L. (2019). Informed, individualized, and continuous pedagogy. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 141-173). New York, NY: Teachers College Press.

Reid, J. L., Kagan, S. L., Rao, N., & Landsberg, E. (2019). Strong policy foundations. In S. L. Kagan (Ed.), The early advantage 2: Building systems that work for young children (pp. 20-49). New York, NY: Teachers College Press.

Reid, J. L., Scott-Little, C., & Kagan, S. L. (2019). Diverse Children, Uniform Standards: Using Early Learning and Development Standards in Multicultural Classrooms. YC Young Children, 74(5), 46-54.

Reid, J. L., Melvin, S. M., Kagan, S. L., & Brooks-Gunn, J. (2019). Building a unified system for universal pre-k: The example of New York City. Children and Youth Services Review. DOI: https://doi.org/10.1016/j.childyouth.2019.02.030.

Ponguta, L. A., Maldonado, C., Kagan, S. L., Yoshikawa, H., Nieto, A. M., Mateus, A., Aragon, C. A., Rodriguez, A. M., Motta, A., Guerrero, P. A., Varela, L. (2019). Adaptation of the Measuring Early Learning Quality and Outcomes (MELQO) framework to assess the quality of early childhood education settings in Colombia: Implications for Policy and the Sustainable Development Goals. Zeitschrift für Psychologie.

2018 

Aratani, Y., Lazzeroni, S., Hernandez, D., & Brooks-Gunn, J. Housing subsidies and child development. (2018). Housing Policy Debate, 29(2), 319-342.

Baker, C. E. (2018). Maternal Depression and the Development of Executive Function and Behavior Problems in Head Start: Indirect Effects Through Parenting. Infant Mental Health Journal, 39(7), 134-144.

Baker, C. E., Kainz, K. & Reynolds, E. (2018). Family Poverty, Family Processes and Children’s Preschool Achievement: Understanding the Role of Fathers. Journal of Child and Family Studies

Foster, H., & Brooks-Gunn, J. (2018). Individual, family, neighborhood, and regional poverty/socioeconomic status and exposure to violence in the lives of children and adolescents: Considering the global North and South. In A. T. Vazsonyi, D. J. Flannery, & M. DeLisi (Eds.), The Cambridge Handbook of Violent Behavior and Aggression (2nd ed.) (pp. 654-686). Cambridge, UK: Cambridge University Press.

Hofferth, S. L., Bickham, D. S., Brooks-Gunn, J., Davis-Kean, P. E., & Yeung, W. J. (2018). Contributions of research based on the PSID Child Development Supplement. The Annals of the American Academy of Political and Social Science, 680(1), 97-131.

Hoyt, L. T., & Brooks-Gunn, J. (2018). Puberty. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1330-1331). Thousand Oaks, CA: Sage Publications, Inc.

James, S., Donnelly, L., Brooks-Gunn, J., & McLanahan, S. (2018). Links between childhood exposure to violent contexts and risky adolescent health behaviors. Journal of Adolescent Health, 63, 94-101.

Kagan, S. L., Gomez, R., & Roth, J. L. (2018). Creating a new era of usable knowledge: Enhancing early childhood development through systems research. In L. Miller, C. Cameron, C. Dalli, & N. Barbour (Eds.), SAGE handbook of early childhood. London: SAGE Press.

Kagan, S. L. (Ed.) (2018). The early advantage 1: Early childhood systems that lead by example. New York, NY: Teachers College Press.

Kagan, S. L. (2018). Acting on new narratives. In S. L. Kagan (Ed.), The early advantage 1: Early childhood systems that lead by example. New York, NY: Teachers College Press.

Kagan, S. L. (2018). Changing the narratives. In S. L. Kagan (Ed.), The early advantage 1: Early childhood systems that lead by example. New York, NY: Teachers College Press.

Kogan, N., Stricker, L. J., Lewis, M., & Brooks-Gunn, J.  (2018). Research on developmental psychology.  In. R. E. Bennett & M. van Davier (Eds.), Advancing human assessment:  Methodological, psychological, and policy contributions of ETS (pp. 453-486).  New York:  Springer.

Lee, R., Han, W-J., Waldfogel, J., & Brooks-Gunn, J. (2018). Preschool attendance and school readiness for children of immigrant mothers in the United States. Journal of Early Childhood Research.

Lu, Y., & Brooks-Gunn, J. (2018). Diverse experiences of immigrant children: How do separation and reunification shape their development? Child Development. Advance online publication. doi: 10.1111/cdev.13171

Marti, M., Melvin, S. A., Noble, K. G., & Duch, H. (2018). Implementation fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschoolers’ school readiness skills. Early Childhood Research Quarterly, 44, 55-71.

Massey, D., Wagner, B., Donnelly, L., McLanahan, S., Brooks-Gunn, J., Garfinkel, I., Mitchell, C., & Notterman, D. A. (2018). Neighborhood disadvantage and telomere length: Results from the Fragile Families Study. The Russell Sage Foundation Journal of the Social Sciences, 4(4), 28-42.

Moon, M., & Landsberg, E. (2018). Progress via innovation and investment: Setting the stage for greater harmonization in the Republic of Korea. In S. L. Kagan (Ed.), The early advantage 1: Early childhood systems that lead by example. New York, NY: Teachers College Press.

Mullola, S., Hakulinen, C., Gimeno Ruiz de Porras, D., Presseau, J., Jokela, M., Vänskä, J., Paunio, T., & Elovainio, M. (2018): Medical specialty choice and well-being at work: Physician’s personality as a moderator, Archives of Environmental & Occupational Health, DOI:10.1080/19338244.2018.144835

Mullola, S., Hakulinen, C., Presseau, J., Gimeno Ruiz de Porras, D., Jokela, M., Hintsa, T., & Elovainio, M. (2018): Personality traits and career choices among physicians in Finland: employment sector, clinical patient contact, specialty and change of specialty, BMC Medical Education (2018) 18:52, DOI: 10.1186/s12909-018-1155-9

O’Donnell, K. J., Chen, L., MacIsaac, J. L., McEwen, L. M., Beckmann, K., Unternaehrer, E., Chen, L. M., Brooks-Gunn, J., Goldman, D., Grigorenko, E., Leckman, J. F., Diorio, J., Karnani, N., Olds, D. L., Holbrook, J. D., Kobor, M. S., Meaney, M. J. (2018). DNA methylome variation in a perinatal nurse-visitation program that reduces child maltreatment: A 27-year follow-up. Translational Psychiatry, 8(15), 1-9.

Pilkauskas, N. V., Brooks-Gunn, J., & Waldfogel, J. (2018). Maternal employment stability in early childhood: Links with child behavior and cognitive skills. Developmental Psychology, 54(3), 410-427.

Ready, D. D., & Reid, J. L. (2018). Children’s executive function development and school socio-economic and racial/ethnic composition. Early Childhood Research Quarterly. Available at https://doi.org/10.1016/j.ecresq.2018.08.002

Small, M., King, C., Yoshikawa, H. (2018). A two-generation human capital approach to anti-poverty policy in Head Start. The Russell Sage Foundation Journal of the Social Sciences, 4(3), 118-143.

Sommer, T. E., Sabol, T. J., Chor, E., Schneider, W., Chase-Lansdale, P. L., Brooks-Gunn, J., Small, M. L., King, C., & Yoshikawa, H. (2018). A two-generation human capital approach to anti-poverty policy. The Russell Sage Foundation Journal of the Social Sciences, 4(3), 118-143.

Ssewamala, F., Wang, J. S., Neilands, T. B., Bermudez, L. G., Garfinkel, I., Waldfogel, J., Brooks-Gunn, J., & Kirkbride, G.  (2018). Cost effectiveness of a savings-led economic empowerment intervention for AIDS-affected adolescents in Uganda: Implications for a scale-up in low resource communities. Journal of Adolescent Health, 62(1), S29-S36.

Wang, J. S., Ssewamala, F. M., Neilands, T. B., Bermudez, L. G., Garfinkel, I., Waldfogel, J., Brooks-Gunn, J., & You, J. (2018). Effects of financial incentives on saving outcomes and material well-being: Evidence from a randomized controlled trial in Uganda. Journal of Policy Analysis and Management, 37(3), 602-629.

2017

Araujo, M.C., Cruz-Agayo, Y., Jaimovich, A., & Kagan, S. L. (2016). Drawing up an
institutional architecture. In S. Berlinski & N. Schady (Eds.), The early years: Child well-being and the role of public policy (pp. 179-201). Washington, DC: Inter-American Development Bank.

Brooks-Gunn, J. (2016). Transitions, timing, and texture: A developmental psychologist
goes transdisciplinary. In R. J. Sternberg, S. T. Fiske, & D. J. Foss (Eds), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (pp. 244-248). New York, NY: Cambridge University Press.

Brooks-Gunn, J., Markman-Pithers, L., & Rouse, C. E. (Eds.). (2016). Starting early: Education from prekindergarten to third grade. The Future of Children, 26(2).

Brooks-Gunn, J., Markman-Pithers, L., & Rouse, C. E., (2016). Starting early:
Introducing the issue. The Future of Children, 26(2), 3-20.

Donnelly, L., McLanahan, S., Garfinkel, I., & Brooks-Gunn, J. (2016). Neighborhood
collective efficacy and adolescent mental health. Health Affairs, 35(11).

Donnelly, L., McLanahan, S., Brooks-Gunn, J., Garfinkel, I., Wagner, B. G., Jacobsen,
W. C., Gold, S., & Gaydosh, L. (2016). Cohesive neighborhoods where social expectations are shared may have positive impact on adolescent mental health. Health Affairs, 35(11), 1-9.

Farrell, A., Kagan, S. L., Tisdall, E. K. M. (2016). Early childhood research: An
expanding field. In A. Farrell, S. L. Kagan, & E. K. M. Tisdall (Eds.), The SAGE handbook of early childhood research (pp. 1-11). London: SAGE Press.

Farrell, A., Kagan, S. L., & Tisdall, E. K. M. (Eds.) (2016). The SAGE handbook of early childhood research. London: SAGE Press.

Haskins, R., & Brooks-Gunn, J. (2016). Trouble in the land of early childhood education?
Policy brief, Fall 2016. The Future of Children. Princeton University and Brookings Institution.

Kagan, S. L., Araujo, M. C., Jaimovich, A., & Aguayo Y. C. (2016). Understanding
systems theory and thinking: Early childhood education in Latin America and the Caribbean. In A. Farrell, S. L. Kagan, & E. K. M. Tisdall (Eds.), The SAGE handbook of early childhood research (pp. 163-184). London: SAGE Press.

Kagan, S. L., Tisdall, E. K. M., & Farrell, A. (2016). Future directions in early childhood
research: Addressing next-step imperatives. In A. Farrell, S. L. Kagan, & E. K. M. Tisdall (Eds.), The SAGE handbook of early childhood research (pp. 517-534). London: SAGE Press.

Martin, A., & Brooks-Gunn, J. (2016). Teenage childbearing in the United States: Do our
programs and policies reflect our knowledge base? In K. Durkin & H. R. Schaffer (Eds.), The Wiley handbook of developmental psychology in practice: Implementation and impact (pp. 171-200). Hoboken, NJ: Wiley-Blackwell.

Martin, A., & Gardner, M. (2016). College expectations for all? The early adult outcomes
of low-achieving adolescents who expect to earn a bachelor’s degree. Applied Developmental Science, 20, 108-120.

Morin, M., Glickman, G., & Brooks-Gunn, J. (2016). Parenting and the home
environment. In A. Farrell, S. L. Kagan ¬ & K. M. Tisdall (Eds.), Handbook of early childhood research (pp. 15-35). London: Sage Press.

Pilkauskas, N., Waldfogel, J., & Brooks-Gunn, J. (2016). Maternal labor force
participation in the decade after a birth: Evidence from an urban birth cohort. Demographic Research, 34(14), 407-420.

Razza, R., Brooks-Gunn, J., & Martin, A. (2016). Links between motor control and
classroom behaviors: Moderation by low birth weight. Journal of Child and Family Studies, 25(8), 2423-2434.

Reid, J. L. (2016). Racial/ethnic diversity and language development in the preschool classroom. In E. Frankenberg, L. M. Graces, & M. Hopkins (Eds.), School integration matters: Research-based strategies to advance equity (pp. 39-55). New York: Teachers College Press.

Reid, J. L., Kagan, S. L., Hilton, M., & Potter, H. (2016). A better start: Why classroom diversity matters in early education. New York, NY and Washington, DC: The Century Foundation and the Poverty & Race Research Action Council.

Reid, J. L., Kagan, S. L., & Scott-Little, C. (2016). Maximizing cultural capacity:
Advancing standards-based improvements in early childhood education. Culturally responsive early learning and development standards: Bibliography for the review of the literature. New York, NY: Foundation for Child Development.

Reid, J., Martin, A., & Brooks-Gunn, J. (2016). Low-income parents’ adult interactions at
childcare centres. Early Child Development and Care, 1-14. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/03004430.2016.1152964

Schneider, W., & Brooks-Gunn, J., Waldfogel, J. (2016). Mothers’ and fathers’
parenting. In I. Garfinkel, S. McLanahan, & C. Wimer (Eds.), Children of the Great Recession (pp. 173-205). New York: Russell Sage Foundation Press.

Schneider, W., & Brooks-Gunn, J., Waldfogel, J. (2016). The Great Recession and child
well-being. In I. Garfinkel, S. McLanahan, & C. Wimer (Eds.), Children of the Great Recession (pp. 206-227). New York: Russell Sage Foundation Press.

Schneider, W., Waldfogel, J., & Brooks-Gunn, J. (2016). The Great Recession and risk
for child abuse and neglect. Children and Youth Services Review, 1-22. doi: http://dx.doi.org/10.1016/j.childyouth.2016.10.016

Schneper, L. M., Brooks-Gunn, J., Notterman, D. A., & Suomi, S. J. (2016). Early life experiences and telomere length in adult rhesus monkeys: An exploratory study. Psychosomatic Medicine. doi: 10.1097/PSY.0000000000000402

Sommer, T.E., Sabol., T.J., Chase-Lansdale, P. L., Brooks-Gunn, J. (2016). Two
generation education programs for parents and children. In S. Jones & N. Lesaux (Eds.), The leading edge of early childhood education: Linking science to policy for a new generation of pre-kindergarten (pp. 135-158). Boston, MA: Harvard Education Press.

Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2016). When does preschool matter?
Future of Children, 26(2), 21-36.

2015

Kagan, S. L. (2015). Conceptualizing ECE governance: Not the elephant in the room. In S. L. Kagan & R. E. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 9-29). New York, NY: Teachers College Press.

Kagan, S. L. (2015). Why governance? Why this volume?. In S. L. Kagan & R. E. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 3-8). New York, NY: Teachers College Press.

Kagan, S. L., & Fox, E. A. (2015). Realising early childhood development’s promise: Building a system of high-quality, equitably distributed and sustainable services. Every Child Australia, 21(1), 38-39.

Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186.

MacKenzie, M.J., Nicklas, E., Brooks-Gunn, J., & Waldfogel, J. (2015). Spanking and children’s externalizing behavior across the first decade of life: Evidence for transactional processes. Journal of Youth and Adolescence, 44, 658-669. 

Martin, A., Razza, R.A., & Brooks-Gunn, J. (2015). The Maternal Description of Child (MDoC): A new audiotaped measure of maternal affect. Infant and Child Development, 24, 228-239.

Reid, J. L. (2015, Winter). The racial and ethnic composition of pre-kindergarten classrooms and children’s language development. Penn State Law Review, 119(3), 645-685.

2014

Browning, C.R., Gardner, M., Maimon, D., & Brooks-Gunn, J. (2014). Collective efficacy and the contingent consequences of exposure to life-threatening violence. Developmental Psychology, 50, 1878-1890.

Gaumer, E., Jacobwitz, A., Brooks-Gunn, J. (2014). Building ties: The social networks of affordable-housing residents. Cityscape: A Journal of Policy Development and Research, 16, 47-68.

Lee, R., Brooks-Gunn, J., Han, W.-J., Waldfogel, J., & Zhai, F. (2014). Is participation in Head Start associated with less maternal spanking for boys and girls? Children and Youth Services Review, 46, 55-63

Scott-Little, C., Kagan, S.L., Reid, J.L., Sumrall, T.C., & Fox, E.A. (2014). Common early learning and development standards analysis for the North Carolina EAG Consortium summary report. Report for the Build Initiative.

Riina, E., Martin, A., & Brooks-Gunn, J. (2014). Parent-to-child physical aggression, neighborhood social cohesion, and the development of children’s internalizing and externalizing. Journal of Applied Developmental Psychology, 35, 468-477.

Klebanov, P. K., Evans, G., & Brooks-Gunn, J. (2014). Poverty, ethnicity, and risk of obesity among low birth weight infants. Journal of Applied Developmental Psychology, 35, 245-253.

Johnson, A.D., Martin, A., & Ryan, R.M. (2014). Child care subsidies and child care choices over time. Child Development, 85, 1843-1851.

Mitchell, C., Hobcraft, J., McLanahan, S.S., Siegel, S.R., Berg, A., Brooks-Gunn, J., Garfinkel, I., & Notterman, D. (2014). Social disadvantage, genetic sensitivity, and children’s telomere length. Proceedings of the National Academy of Sciences 111, 5944-5949.

Lee, R., Zhai, F., Brooks-Gunn, J., Han, W.J., & Waldfogel, J. (2014). Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort. Developmental Psychology, 50, 202-215.

2013

Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W., Ludwig, J.O., Magnuson, K.A., Phillips, D.A., & Zaslow, M.J. (2013). Investing in our future: The evidence base for early childhood education. Policy brief, Society for Research in Child Development.

Johnson, A., Martin, A., & Brooks-Gunn, J. (2013). Child-care subsidies and school readiness in kindergarten. Child Development, 84, 1806-1822.

Mitchell, C., McLanahan, S., Brooks-Gunn, J., Garfinkel, I., Hobcraft, J., & Notterman, D. (2013). Genetic differential sensitivity to social environments: Implications for research. American Journal of Public Health, 103, S102-S110.

Love, J.M., Chazan-Cohen, R., Raikes, H., & Brooks-Gunn, J. (Eds.). (2013). What makes a difference: Early Head Start evaluation findings in a developmental context. Monographs of the Society for Research in Child Development, 78.

Kagan, S.L. (2013). David, Goliath, and the ephemeral parachute: The relationship from a United States perspective. In P. Moss (Ed.,), Early childhood and compulsory education: Reconceptualizing the relationship. Oxford, England: Routledge.

Kagan, S.L. (2013). Report on Turkish Inspection System Development: Narrative report. Ankara, Turkey: UNICEF and Ministry of Education.

Kagan, S.L., Scott-Little, C., Reid, J., & Castillo, E. (2013). Massachusetts Department of Early Education and Care alignment study: Deliverable III: Alignment analyses of the Massachusetts Standards for 3- and 4-year-old children and three assessments for the same age groups. New York: National Center for Children and Families.

Brady-Smith, C., Brooks-Gunn, J., Tamis-LeMonda, C. S., Ispa, J. M., Fuligni, A. S.,… Fine, M. (2013). Mothers’ interactions with infants: A person-oriented, within ethnic group approach. Parenting: Science and Practice, 13, 27-43.

Hanson, M.H., Brooks-Gunn, J., & Martin, A. (2013). Report of Findings: The Possibility Project Impact on Post-secondary Education. Report submitted to the Lumina Foundation. New York: Teachers College.

Martin, A., Ryan, R., & Brooks-Gunn, J. (2013). Longitudinal associations among interest, persistence, supportive parenting, and achievement in early childhood. Early Childhood Research Quarterly, 28, 658-667.

Reid, J. L. & Ready, D. D. (2013). High quality preschool: The socio-economic composition of preschool classrooms and children’s learning. Early Education & Development, 24(8), 1082-1111.

Riina, E., Martin, A., Gardner, M., & Brooks-Gunn, J. (2013). Context matters: Links between neighborhood discrimination, neighborhood cohesion and African American adolescents’ adjustment. Journal of Youth and Adolescence, 42, 136-146.

2012

Craigie, T.A., Brooks-Gunn, J., & Waldfogel, J. (2012). Family structure, family stability and outcomes of five-year-old children. Families, Relationships and Societies: An International Journal of Research and Debate, 1, 43-61.

Gardner, M., Brown, C., & Brooks-Gunn, J. (2012). Can organized youth activities protect against internalizing problems among adolescents living in violent homes? Journal of Research on Adolescence, 22, 662-677.

Gardner, M., Martin, A., & Brooks-Gunn, J. (2012). Exploring the link between caregiver affect and adolescent sexual behavior: Does neighborhood disadvantage matter? Journal of Research on Adolescence, 22, 135-149.

Holod, A., Johnson, A.D., Martin, A., Gardner, M., & Brooks-Gunn, J. (2012). Contracts, vouchers, and child care subsidy stability: A preliminary look at associations between subsidy payment mechanism and stability of subsidy receipt. Child and Youth Care Forum, 41, 343-356.

Kagan, S.L., Martin, A., Gomez, R., Castillo, E., Bumgarner, E., Kennedy, E., Kumar, L., & Brooks-Gunn, J. (2012). Young Children’s Early Experiences: Examining Differences on Long Island. Report prepared for the Rauch Foundation.

Kagan, S.L., & Kauerz, K., Eds. (2012). Early Childhood Systems: Transforming Early Learning. New York: Teachers College Press.

MacKenzie, M.J., Nicklas, E., Waldfogel, J., & Brooks-Gunn, J. (2012). Corporal punishment and child behavioral and cognitive outcomes through 5 years of age: Evidence from a contemporary urban birth cohort study. Infant and Child Development, 21, 3-33.

Martin, A. Brooks-Gunn, J., Razza, R. (2012). Sustained attention at age 5 predicts attention-related problems at age 9. International Journal of Behavioral Development, 36, 413-419.

Martin, A., Gardner, M., & Brooks-Gunn, J. (2012). The mediated and moderated effects of family support on child maltreatment. Journal of Family Issues, 33, 920-941.

Martin, A., Razza, R., & Brooks-Gunn, J. (2012). Specifying the links between household chaos and preschool children’s development. Early Child Development and Care, 182, 1247-1263.

Mendle, J., Harden, K. P., Brooks-Gunn, J., & Graber, J. A. (2012). Peer relationships and depressive symptomatology in boys at puberty. Developmental Psychology, 48, 429-435.

Razza, R.A., Martin, A., & Brooks-Gunn, J. (2012). The implications of early attentional regulation for school success among low-income children. Journal of Applied Developmental Psychology, 33, 311-319.

Reid, J. L. (2012). Socioeconomic diversity and early learning: The missing link in policy for high-quality preschools. In R. Kahlenberg (Ed.), The Future of School Integration (pp. 67-125). New York: The Century Foundation.

2011

Barajas, R. G., Martin, A., Brooks-Gunn, J., & Hale, L. (2011). Mother-child bed-sharing in toddlerhood and cognitive and behavioral outcomes. Pediatrics, 128, 339-347.

Carlson, M. J., Pilkauskas, N. V., McLanahan, S. S., & Brooks-Gunn, J. (2011). Couples as partners and parents over children’s early years. Journal of Marriage and Family, 73, 317-334.

DeRose, L. M., Shiyko, M. P., Foster, H., & Brooks-Gunn, J. (2011). Associations between menarcheal timing and behavioral developmental trajectories for girls from age 6 to age 15. The Journal of Youth and Adolescence, 40, 1329-1342.

Hale, L., Berger, L., Brooks-Gunn, J., & LeBourgeois, M. (2011). A longitudinal study of low-income preschoolers’ language-based bedtime routines with sleep duration, and cognitive, behavioral and health outcomes. Journal of Family Psychology, 25, 423–433.

Johnson, A. D., Martin, A., & Brooks-Gunn, J. (2011). Who uses child care subsidies? Comparing recipients to eligible non-recipients on family background characteristics and child care preferences. Children and Youth Services Review, 33, 1072-1083.

Kagan, S. L. (2011). Early childhood transitions in transition: Focusing on equity,  quality and continuity. Aga Khan Foundation U.S.A. Annual Report 2010.  Washington, DC: Aga Khan Foundation.

Kagan, S. L., & Friedlander, J. (2011). Universal plus: What’s worth doing is worth doing well. In E. Zigler, W. S. Barnett, & W. S. Gilliam (Eds.), The pre-k debates: Current controversies and issues (pp. 42-47).Baltimore, MD: Paul H. Brookes.

Kagan, S.L. & Kauerz, K. (2011). Moving the agenda on the Early Learning Challenge. Education Week, 48.

Kimbro, R. T., Brooks-Gunn, J., & McLanahan, S. (2011). Young children in urban areas: Links among neighborhood characteristics, weight status, outdoor play, and television watching. Social Science & Medicine, 72, 668-676.

MacKenzie, M. J., Nicklas, E., Brooks-Gunn, J., & Waldfogel, J. (2011). Who spanks infants and toddlers? Evidence from the Fragile Families and Child Well-Being Study. Children and Youth Services Review, 33, 1364–1373.

Mitchell, C., Notterman, D., Brooks-Gunn, J., Hobcraft, J., Garfinkel, I., Jaeger, K., Kotenko, I., & McLanahan, S. S. (2011). Role of mother’s genes and environment in postpartum depression. Proceedings of the National Academy of Sciences, 108, 8189–8193.

Ryan, R., Johnson, A., Rigby, E., & Brooks-Gunn, J. (2011). The impact of child care subsidy use on child care quality. Early Childhood Research Quarterly, 26, 320–331.

Zhai, F., Brooks-Gunn, J., & Waldfogel, J. (2011). Head Start and urban children’s school readiness: A birth cohort study in 18 cities. Developmental Psychology, 47, 134–152.

2010

Beck, A. N., Cooper, C. E., McLanahan, S. S., & Brooks-Gunn, J. (2010). Partnership transitions and maternal parenting. Journal of Marriage and Family, 72, 219-233.

Brooks-Gunn, J., Han, W.-J., Waldfogel, J. (2010). First-year maternal employment and child development in the first seven years. Monographs of the Society for Research in Child Development, 75(2).

Martin, A., Ryan, R. M., & Brooks-Gunn, J. (2010). When fathers’ supportiveness matters most: Maternal and paternal parenting and children’s school readiness. Journal of Family Psychology, 24, 145-155.

Martin, A., Tarrant, K., Bumgarner, E., Holod, A., & Johnson, A. (2010). Scoring the Unified Performance Measurement System: Recommendations. Report submitted to the New York City Administration for Children’s Services. New York: NationalCenter for Children and Families.

Mendle, J., Harden, K. P., Brooks-Gunn, J., & Graber, J. A. (2010). Development’s tortoise and hare: Pubertal timing, pubertal tempo, and depressive symptoms in boys and girls. Developmental Psychology, 46, 1341–1353.

Scott-Little, C. & Reid, J. L. (2010). Aligning the content of early childhood care and education. In S. L. Kagan and K. Tarrant (Eds.), Transitions in the Early Years: Creating Connections Across Early Childhood System (pp. 109-133). Baltimore: Brookes Publishing.

Razza, R.A., Martin, A., & Brooks-Gunn, J. (2010). Associations among family environment, attention, and school readiness for low-income children. Developmental Psychology, 46, 1528-1542.

Roth, J. L., Malone, L. M., & Brooks-Gunn, J. (2010). Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology, 45, 310–324.

Tyrka, A. R., Kelly, M. M., Graber, J. A., DeRose, L., Lee, J. K., Warren, M. P., & Brooks-Gunn, J. (2010). Behavioral adjustment in a community sample of boys: Links with basal and stress-induced salivary cortisol concentrations. Psychoneuroendocrinology, 35, 1167-1177.

2009

Committee on Early Childhood Mathematics, National Research Council of the National Academies (Kagan, member). (2009). Mathematics Learning in Early Childhood: Paths Towards Excellence and Equity.

Cooper, C. E., McLanahan, S., Meadows, S., & Brooks-Gunn, J. (2009). Family structure transitions and maternal parenting stress. Journal of Family and Marriage, 71, 558 – 574.

Gardner, M., & Brooks-Gunn, J. (2009). Adolescents’ exposure to community violence: Are neighborhood youth organizations protective? Journal of Community Psychology, 37, 505-525.

Hetzner, N. M. P., Razza, R. A., Malone, L., M., & Brooks-Gunn, J. (2009). Associations among feeding behaviors during infancy and child illness at two years. Maternal and Child Health Journal, 13, 795–805.

Howard, K. S., & Brooks-Gunn, J. (2009). The role of home-visiting programs in preventing child abuse and neglect. Future of Children, 19, 119-146.

Kagan, S.L., & Reid, J. (2009).  Advancing ECE2 Policy: Early Childhood Education (ECE) and its Quest for Excellence, Corehence, and Equity.  A comprehensive analysis of Federal Early Education Policy for the new presidential administration, commissioned by the Center on Education Policy, Washington, D.C. for its project on Rethinking the Federal Role in Education.

Kagan, S. L. & Reid, J. L. (2009). Invest in early childhood education. Phi Delta Kappan, 90(8), 572-576.

Mendle, J., Harden, K. P., Tuckheimer, E., Van Hulle, C., D’Onofrio, B., Brooks-Gunn, J., Rodgers, J. L., Emery, R. E., & Lahey, B. B. (2009). Associations between father absence and age of first sexual intercourse. Child Development, 80, 1436-1480.

Linver, M. R., Roth, J. L., & Brooks-Gunn, J. (2009). Patterns of adolescents’ participation in organized activities: Are sports best when combined with other activities? Developmental Psychology, 45, 354–367.

Gardner, M., Roth, J. L., & Brooks-Gunn, J. (2009). Sports participation and juvenile delinquency: The role of the peer context among adolescent boys and girls with varied histories of problem behavior. Developmental Psychology, 45, 341-353.