Inequality in preschool education and school readiness.

Autor/inn/en	Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.
Titel	Inequality in preschool education and school readiness.
Quelle	In: American educational research journal, 41 (2004) 1, S. 115-157Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312041001115
Schlagwörter	Erziehung; Empirische Untersuchung; Fertigkeit; Soziale Herkunft; Elementarbereich; Kindergarten; Vorschulerziehung; Schulreife; Bildungsprogramm; Datenanalyse; Lesefertigkeit; Rechnen; Ungleichheit; Effektivität; Leistungsmessung; Benachteiligtes Kind; Schulanfänger; USA
Abstract	Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrolment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, the authors analyze the effect of participation in child care and early education on children's school readiness as measured by early reading and math skills in kindergarten and first grade. They find that children who attended a center or school-based preschool program in the year before school entry perform better on assessments of reading and math skills upon beginning kindergarten, after controlling for a host of family background and other factors that might be associated with selection into early education programs and relatively high academic skills. This advantage persists when children's skills are measured in the spring of kindergarten and first grade, and children who attended early education programs are also less likely to be retained in kindergarten. In most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting preschool enrolment of children from disadvantaged families might help to narrow the school gap. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3