Public Preschool in a More Diverse America: Implications for Next-Generation Evaluation Research. Working Paper Series, No. 2-17

Autor/inn/en	Phillips, Deborah A.; Johnson, Anna D.; Weiland, Christina; Hutchison, Jane E.
Institution	University of Michigan, Poverty Solutions
Titel	Public Preschool in a More Diverse America: Implications for Next-Generation Evaluation Research. Working Paper Series, No. 2-17
Quelle	(2017), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Public Education; Preschool Children; Student Diversity; At Risk Students; Low Income Students; Special Needs Students; English Language Learners; Outcomes of Education; Educational Research; Program Evaluation + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Öffentliche Erziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sonderpädagogischer Förderbedarf; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Programme evaluation; Programmevaluation
Abstract	The increasing diversity of young children enrolled in state pre-K and Head Start programs has prompted examination of varying impacts for identified subgroups of young children. We argue that questions of subgroup impacts and the processes that may account for them should be prioritized in future evaluations of these programs. Three subgroups at high risk of poor school performance provide the focus for our discussion: low-income children exposed to significant adversity, dual language learners, and children with special needs. We further draw upon new hypotheses regarding the kinds of processes most likely to support both short- and longer-term public preschool impacts as they apply to these subgroups. We conclude with a set of research recommendations aimed at identifying features of these programs that may render them especially effective in the context of today's increasingly diverse classrooms of young children. (As Provided).
Anmerkungen	Poverty Solutions, University of Michigan. Joan and Sanford Weill Hall Suite 5100, 735 South State Street, Ann Arbor, MI 48109. e-mail: povertysolutions@umich.edu; Web site: https://poverty.umich.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01