HHS Recovery Act Recipient Reporting Readiness Tool
Step 4. Review and Copy the Grant Awards Data
TAGGS provides some – but not all – of the data needed for the Recipient Report. Recipients are responsible for directly collecting and reporting all required data to FederalReporting.gov. Data that HHS does not currently collect are highlighted in yellow. Do not copy this highlighted information. Please enter the appropriate data for your organization in these required fields. For assistance with entering these data please contact FederalReporting.gov.
You may capture the data HHS does provide by copying data from this screen and pasting it into the reporting format of your choice, such as the Excel spreadsheet template, the XML template, or by logging into the online form. For assistance with copying and pasting these data please e-mail our help desk at Readiness Help.
| Recipient Report: Grant or Loan | ||
| Prime Recipient |
| Reporting Information | ||
| Award Type | Award Number | Final Report |
| Grant | 1RC1HD063497-01 | Recipient responsible for this data |
| Award Recipient Information | ||
| Recipient DUNS Number | Recipient Account Number | Recipient Congressional District |
| 059007500 | Recipient responsible for this data | Not Available |
| Award Information | ||
| Funding Agency Code | Awarding Agency Code | Award Date |
| 7529 | 7529 | 09-28-2009 |
| Amount of Award | Sub Account Number for Program Source (TAS) | |
| $ 469,584 | Recipient responsible for this data | |
| Program Source (TAS)* | CFDA Number | |
| 750845 | 93.701 | |
| Total Number of Sub Awards to Individuals | Total Amount of Sub Awards to Individuals | |
| Recipient responsible for this data | Recipient responsible for this data | |
| Total Number of Payments to Vendors less than $25,000/award | Total Amount of Payments to Vendors less than $25,000/award | |
| Recipient responsible for this data | Recipient responsible for this data | |
| Total Number of Sub Awards less than $25,000/award | Total Amount of Sub Awards less than $25,000/award | |
| Recipient responsible for this data | Recipient responsible for this data | |
| Award Description | ||
| DESCRIPTION (provided by applicant): The purpose of this longitudinal research is to develop an assessment of 36- to 38-month-old children's knowledge of fundamental geometric spatial and shape concepts in order to predict to standardized and normed mathematical and spatial assessments at the age of 50 to 52 months, as children are on the verge of entering school. This study fills significant gaps in our understanding of a) the relation of early geometric competence to math readiness at school entry; b) the process by which children gain sensitivity to geometric forms and their properties; and c) the contribution of socioeconomic status to the development of foundational STEM abilities. The proposed research represents an original approach to characterizing the relation of geometric-spatial knowledge to mathematical ability in preschool children and is a critical prerequisite to the creation of curricular interventions on geometric knowledge. This study is impelled by the fact that both the Head Start Preschool Outcomes Framework and the National Council of Teachers of Mathematics, Curriculum Focal Points for Prekindergarten identify specific competencies needed for success in mathematics: "the ability to recognize, compare, and name common shapes...put together and take apart shapes," and "build pictures and designs by combining two- and three-dimensional shapes." Thus, our research directly addresses the development of those skills broadly considered to be crucial to starting a child on a successful trajectory of STEM learning. The first study, conducted when children are between 36 and 38 months, asks what children know about geometric forms. This measure will explore preschoolers' knowledge of geometric shapes and their names across diverse visual representations. Coupled with eye gaze-tracking technology we will be able to access both the product and process of their cognition. Central to this research is the development of a novel battery of geometric-spatial tasks designed to assess the ability of children to manipulate geometric forms in space. These tasks access children's geometric skills earlier than has been commonly evaluated. Additionally, vocabulary and number sense will be evaluated to provide IQ and mathematical knowledge controls. These children will then be revisited 14 months later when they are between the ages of 50 to 52 months. In this follow-up session, the children will be given a suite of validation assessments spanning mathematical ability, general intelligence, and visual-spatial ability. Performance at both points will be regressed to evaluate the ability of the novel geometric-spatial battery to predict mathematical ability. The substantial importance of this study is three-fold. First, it establishes the contribution of early geometric-spatial abilities to mathematical abilities prior to school entry. Second, these findings will provide evidence-based support for the development of preschool curricula supporting the STEM disciplines. Finally, the work contributes to the body of research on gender and socioeconomic factors in geometric, spatial, and mathematical knowledge and ability. Public Health Relevance: Little is known about how young children's knowledge of geometric concepts relates to their mathematical abilities. This study follows a group of preschoolers over the course of 14 months and assesses the development their geometric and mathematical ability using a suite of innovative new tasks involving manipulating two- and three-dimensional shapes. The results of this study set the foundation for the creation of preschool curricula that can enhance young children's geometric-spatial skills prior to kindergarten thus starting them on a good foot forward in science, technology, engineering, or math. | ||
| Project Information | ||||||||||||||||||||||||||
| Project Name or Project/Program Title |
Project Status | Total Federal Amount ARRA Funds Received/Invoiced |
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| SHAPE UP PRESCHOOLERS GEOMETRIC SENSE PREDICTS FUTURE MATHEMATICS ACHIEVEMENT | Recipient responsible for this data | Recipient responsible for this data | ||||||||||||||||||||||||
| Number of Jobs | Description of Jobs Created | |||||||||||||||||||||||||
| Recipient responsible for this data | Recipient responsible for this data | |||||||||||||||||||||||||
| Quarterly Activities/Project Description | ||||||||||||||||||||||||||
| Recipient responsible for this data | ||||||||||||||||||||||||||
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| Total Federal Amount of ARRA Expenditure |
Total Federal ARRA Infrastructure Expenditure |
Infrastructure Contact Name | ||||||||||||||||||||||||
| Recipient responsible for this data | Recipient responsible for this data | Recipient responsible for this data | ||||||||||||||||||||||||
| Infrastructure Contact Email | Infrastructure Contact Phone | Infrastructure Contact Phone Ext. | ||||||||||||||||||||||||
| Recipient responsible for this data | Recipient responsible for this data | Recipient responsible for this data | ||||||||||||||||||||||||
| Infrastructure Contact Street Address 1 | Infrastructure Contact Street Address 2 | Infrastructure Contact Street Address 3 | ||||||||||||||||||||||||
| 210 HULLIHEN HALL | Not Available | Recipient responsible for this data | ||||||||||||||||||||||||
| Infrastructure City | Infrastructure State | Infrastructure ZIP Code+4 | ||||||||||||||||||||||||
| NEWARK | DE | 19716 | ||||||||||||||||||||||||
| Infrastructure Purpose and Rationale | ||||||||||||||||||||||||||
| Recipient responsible for this data | ||||||||||||||||||||||||||
| Primary Place of Performance | ||
| Street Address 1 | Street Address 2 | City |
| Not Available | Recipient responsible for this data | NEWARK |
| State | Zip Code+4 | Congressional District |
| DE | 19716 | 1 |
| Country | ||
| US | ||
| Recipient Highly Compensated Officers | |||
| Prime Recipient Indication of Reporting Applicability | # | Officer Name | Officer Compensation |
| Recipient responsible for this data | 1 | Recipient responsible for this data | Recipient responsible for this data |
| 2 | Recipient responsible for this data | Recipient responsible for this data | |
| 3 | Recipient responsible for this data | Recipient responsible for this data | |
| 4 | Recipient responsible for this data | Recipient responsible for this data | |
| 5 | Recipient responsible for this data | Recipient responsible for this data | |
This concludes the current search.
To begin a new search, return to the HHS Recovery Act Recipient Reporting Readiness Tool.
USE IN THE RECIPIENT REPORT
The information provided by this tool is baseline data that the Recipient should include in the Recipient Report that must be submitted to FederalReporting.gov beginning October 1, 2009. The data from this tool can be cut and pasted directly into the Recipient Report.
