J
Jade Marcus Jenkins
Researcher at University of California, Irvine
Publications - 38
Citations - 511
Jade Marcus Jenkins is an academic researcher from University of California, Irvine. The author has contributed to research in topics: Early childhood education & Head start. The author has an hindex of 11, co-authored 33 publications receiving 391 citations. Previous affiliations of Jade Marcus Jenkins include University of Alabama at Birmingham & University of North Carolina at Chapel Hill.
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Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre-K: Which Is More Effective?
TL;DR: It is found that children attending Head Start at age 3 develop stronger prereading skills in a high-quality pre-kindergarten at age 4 compared with attending Headstart at age4, suggesting some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming.
Journal ArticleDOI
Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
Jade Marcus Jenkins,Tyler W. Watts,Katherine Magnuson,Elizabeth T. Gershoff,Douglas H. Clements,Julie Sarama,Greg J. Duncan +6 more
TL;DR: Investigation of features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout indicated that targeted teacher professional supports substantially mitigated fadeout.
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Early Childhood Development as Economic Development: Considerations for State-Level Policy Innovation and Experimentation
TL;DR: In this paper, the differences in these policies across states affect policy effectiveness and child well-being, as well as the dimensions and characteristics that vary between states, and concludes with implications for research in the experimenta...
Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?.
Drew H. Bailey,Tutrang Nguyen,Jade Marcus Jenkins,Thurston Domina,Douglas H. Clements,Julie Sarama +5 more
TL;DR: This article found that approximately 72% of the fadeout effect was attributable to preexisting differences between children in treatment and control groups with the same level of achievement at post-test, which was fully statistically attenuated by children's prior academic achievement.
Journal ArticleDOI
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
Drew H. Bailey,Tutrang Nguyen,Jade Marcus Jenkins,Thurston Domina,Douglas H. Clements,Julie Sarama +5 more
TL;DR: The fadeout effect of an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time was found to be attributable to preexisting differences between children in treatment and control groups with the same level of achievement at posttest.