Jason Sachs

715 total citations
18 papers, 499 citations indexed

About

Jason Sachs is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Jason Sachs has authored 18 papers receiving a total of 499 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 6 papers in Developmental and Educational Psychology and 4 papers in Statistics and Probability. Recurrent topics in Jason Sachs's work include Early Childhood Education and Development (16 papers), Parental Involvement in Education (7 papers) and Educational and Psychological Assessments (5 papers). Jason Sachs is often cited by papers focused on Early Childhood Education and Development (16 papers), Parental Involvement in Education (7 papers) and Educational and Psychological Assessments (5 papers). Jason Sachs collaborates with scholars based in United States and Cameroon. Jason Sachs's co-authors include Christina Weiland, Frederick Mosteller, Richard J. Light, Hirokazu Yoshikawa, Catherine E. Snow, Meghan P. McCormick, JoAnn Hsueh, Michelle F. Maier, Kehui Zhang and Anne Taylor and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Jason Sachs

17 papers receiving 433 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Jason Sachs United States 9 446 127 98 52 35 18 499
Ellen Frede United States 10 446 1.0× 208 1.6× 103 1.1× 21 0.4× 28 0.8× 24 544
Elizabeth R. Bell United States 9 280 0.6× 103 0.8× 140 1.4× 18 0.3× 20 0.6× 16 344
Milena A. Keller‐Margulis United States 11 224 0.5× 228 1.8× 72 0.7× 73 1.4× 11 0.3× 46 368
Rachel A. Valentino United States 7 223 0.5× 107 0.8× 26 0.3× 34 0.7× 42 1.2× 11 335
Donna DiPrima Bickel United States 10 391 0.9× 162 1.3× 51 0.5× 18 0.3× 21 0.6× 19 461
Carolyn R. Kilday United States 7 320 0.7× 229 1.8× 59 0.6× 83 1.6× 10 0.3× 9 403
Aubrey H. Wang United States 11 246 0.6× 82 0.6× 27 0.3× 83 1.6× 25 0.7× 14 290
Alice Wiggins United States 7 445 1.0× 446 3.5× 77 0.8× 46 0.9× 15 0.4× 8 590
Andrea Rolla United States 7 395 0.9× 242 1.9× 78 0.8× 38 0.7× 23 0.7× 17 514
Katharina Kluczniok Germany 12 490 1.1× 163 1.3× 90 0.9× 52 1.0× 89 2.5× 36 539

Countries citing papers authored by Jason Sachs

Since Specialization
Citations

This map shows the geographic impact of Jason Sachs's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jason Sachs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jason Sachs more than expected).

Fields of papers citing papers by Jason Sachs

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jason Sachs. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jason Sachs. The network helps show where Jason Sachs may publish in the future.

Co-authorship network of co-authors of Jason Sachs

This figure shows the co-authorship network connecting the top 25 collaborators of Jason Sachs. A scholar is included among the top collaborators of Jason Sachs based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jason Sachs. Jason Sachs is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

18 of 18 papers shown
1.
Weiland, Christina, et al.. (2024). One Score to Rule Them All? Comparing the Predictive and Concurrent Validity of 30 Hearts and Flowers Scoring Approaches. Assessment. 31(8). 1702–1720. 1 indexed citations
2.
McCormick, Meghan P., Christina Weiland, JoAnn Hsueh, et al.. (2023). Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools. Early Childhood Research Quarterly. 67. 89–100. 3 indexed citations
3.
4.
Thompson, Marissa E., Christina Weiland, Meghan P. McCormick, Catherine E. Snow, & Jason Sachs. (2023). The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills. Socius Sociological Research for a Dynamic World. 9.
5.
Weiland, Christina, Kehui Zhang, Michelle F. Maier, et al.. (2023). Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools. Early Childhood Research Quarterly. 63. 313–326. 9 indexed citations
6.
7.
McCormick, Meghan P., Christina Weiland, JoAnn Hsueh, et al.. (2022). Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.. Developmental Psychology. 58(7). 1298–1317. 10 indexed citations
8.
McCormick, Meghan P., et al.. (2022). Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?. Journal of Educational Psychology. 115(3). 460–474. 8 indexed citations
9.
Maier, Michelle F., Meghan P. McCormick, JoAnn Hsueh, et al.. (2022). Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains. Early Childhood Research Quarterly. 60. 96–109. 7 indexed citations
10.
11.
Weiland, Christina, et al.. (2021). Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains. Journal of Applied Developmental Psychology. 77. 101346–101346. 7 indexed citations
12.
McCormick, Meghan P., et al.. (2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year.. Developmental Psychology. 56(4). 710–726. 36 indexed citations
13.
Weiland, Christina, Meghan P. McCormick, JoAnn Hsueh, et al.. (2020). Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study. Early Childhood Research Quarterly. 54. 1–12. 60 indexed citations
14.
McCormick, Meghan P., et al.. (2020). Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status. American Educational Research Journal. 58(2). 420–455. 7 indexed citations
15.
Weiland, Christina, et al.. (2012). Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly. 28(2). 199–209. 169 indexed citations
16.
Sachs, Jason & Christina Weiland. (2010). Boston's Rapid Expansion of Public School-Based Preschool Promoting Quality, Lessons Learned. Young children. 65(5). 74–77. 8 indexed citations
17.
Sachs, Jason. (2000). Inequities in Early Care and Education: What Is America Buying?. Journal of Education for Students Placed at Risk (JESPAR). 5(4). 383–395. 7 indexed citations
18.
Mosteller, Frederick, Richard J. Light, & Jason Sachs. (1996). Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size. Harvard Educational Review. 66(4). 797–843. 129 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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