The Effects of Tulsa's CAP Head Start Program on Middle-School Academic Outcomes and Progress

Autor/inn/en	Phillips, Deborah; Gormley, William; Anderson, Sara
Titel	The Effects of Tulsa's CAP Head Start Program on Middle-School Academic Outcomes and Progress
Quelle	In: Developmental Psychology, 52 (2016) 8, S.1247-1261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000151
Schlagwörter	Early Childhood Education; Intervention; Program Effectiveness; Economically Disadvantaged; Disadvantaged Youth; Middle School Students; Academic Achievement; Outcomes of Education; Grade 8; Least Squares Statistics; Multiple Regression Analysis; Probability; Scores; Public Schools; Kindergarten; Achievement Tests; Mathematics Achievement; Grade Repetition; Attendance; Racial Differences; White Students; Hispanic American Students; African American Students; Standardized Tests; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Lernleistung; Schulerfolg; School year 08; 8. Schuljahr; Schuljahr 08; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Public school; Öffentliche Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Anwesenheit; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; African Americans; Afroamerikaner; Standadised tests; Standardisierter Test
Abstract	This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school, primarily as 8th graders. Using ordinary least squares and logistic regressions with a rich set of controls and propensity score weighting models to account for differential selection into Head Start, we compared students who had attended the CAP Head Start program and enrolled in the Tulsa Public Schools (TPS) as kindergarteners with children who also attended TPS kindergarten but had attended neither CAP Head Start nor the TPS pre-K program as 4-year-olds. CAP Head Start produced significant positive effects on achievement test scores in math and on both grade retention and chronic absenteeism for middle-school students as a whole; positive effects for girls on grade retention and chronic absenteeism; for white students on math test scores; for Hispanic students on math test scores and chronic absenteeism, and for students eligible for free lunches on math test scores, grade retention, and chronic absenteeism. We conclude that the Tulsa CAP Head Start program produced significant and consequential effects into the middle school years. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01