Dear Van, thank you for your interest in my work. You 
can find abstracts of
most of my papers through ERIC 
http://www.askeric.org/ I think the writer
for Business Week used the SEPA paper (1997) for 
information through the
junior high school years. Here's the abstract for 
that reference:

ERIC_NO: ED407094 
TITLE: Differential Impact of Preschool Models on 
Achievement of Inner-City
Children. 
AUTHOR: Marcon, Rebecca A.; And Others 
PUBLICATION_DATE: 1997 
ABSTRACT: This study examined the effects of early 
educational experiences
on a group of inner-city children as they approached 
the transition to
junior high school. Data on 249 sixth graders enrolled 
in 67 schools in a
large urban school district were used in the study. 
The sample, about 62
percent of which was female, was 96 percent African 
American; 76 percent of
the students qualified for subsidized lunch based upon 
low family income. A
standardized measure of academic achievement was 
analyzed for the impact of
preschool attendance, preschool model, kindergarten 
model, sex, and
interaction between the variables. No significant 
differences were found in
achievement between students who attended preschool 
prior to entering
kindergarten and those who did not. The results 
indicated that sixth grade
academic achievement was enhanced by early learning 
experiences that
emphasized socioemotional development over academic 
preparation. This
finding was particularly strong for males. While 
reading appeared to be the
area of achievement most broadly affected by 
kindergarten experiences, boys'
overall achievement in sixth grade was consistently 
higher if kindergarten
teachers had nurtured early social development. 
(Contains 11 references.)
(MDM) 
MAJOR_DESCRIPTORS: Academic Achievement; Early 
Experience; Elementary School
Students; Outcomes of Education; Preschool Education; 
Social Development; 
MINOR DESCRIPTORS: Blacks; Elementary School 
Curriculum; Grade 6; Inner
City; Intermediate Grades; Kindergarten; Sex 
Differences; 
IDENTIFIERS: African Americans 
PUBLICATION_TYPE: 143; 150 
PAGE: 10; 1 
CLEARINGHOUSE_NO: PS025226 
EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. 
LEVEL: 1 
LANGUAGE: English 
GEOGRAPHIC_SOURCE: U.S.; Florida 
NOTE: 10p.; Paper presented at the Annual Meeting of 
the Southeastern
Psychological Association (Atlanta, GA, April 3-6, 
1997). 
 
An earlier published article explains how I 
differentiated between
kindergarten classes that focused on socioemotional 
development or academic
preparation. Here is the abstract for that paper:
ERIC_NO: EJ478144 
TITLE: Socioemotional versus Academic Emphasis: Impact 
on Kindergartners'
Development and Achievement. 
AUTHOR: Marcon, Rebecca A. 
PUBLICATION_DATE: 1993 
JOURNAL_CITATION: Early Child Development and Care; 
v96 p81-91 1993 
ABSTRACT: Assessed the differential effects of 
academic versus
socioemotional focuses in kindergartens. Subjects were 
307 predominately
African-American children in 86 inner-city classrooms. 
Found a detrimental
impact of an overly academic focus in kindergarten on 
young boys'
development and school achievement. Although girls 
were developmentally more
ready than boys for academic experiences, they 
performed better in
socioemotional kindergartens. (MDM) 
MAJOR_DESCRIPTORS: Academic Achievement; Child 
Development; Kindergarten;
Kindergarten Children; 
MINOR DESCRIPTORS: Black Students; Classroom 
Environment; Comparative
Analysis; Curriculum Evaluation; Educational 
Environment; Emotional
Development; Primary Education; Sex Differences; 
Socialization; 
IDENTIFIERS: African Americans 
PUBLICATION_TYPE: 143; 080 
CLEARINGHOUSE_NO: PS521328 
REPORT_NO: ISSN-0300-4430 
LANGUAGE: English 
 
 
--Rebecca
 

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