Nathan Vandergrift

TL;DR: It is found that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains, and raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.

TL;DR: Both quality and quantity of child care were linked to adolescent functioning and higher quality care predicted higher cognitive-academic achievement at age 15, with escalating positive effects at higher levels of quality.

TL;DR: In this article, a spline regression analysis of data from an 11-state pre-kindergarten evaluation was performed to identify the level or threshold in quality of teacher-child interaction and intentional instruction related to better child outcomes.

TL;DR: The authors examined the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade.

TL;DR: HIV-1–specific IgG3 responses were not long-lived, which was consistent with the waning efficacy of the RV144 vaccine, and should be evaluated in future HIV-1 vaccine efficacy trials to further refine immune correlates of protection.