Disadvantaged Children and Their First School Experiences; ETS-Head Start Longitudinal Study. Structural Stability and Change in the Test Performance of Urban Preschool Children.

Autor/in	Shipman, Virginia C.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Disadvantaged Children and Their First School Experiences; ETS-Head Start Longitudinal Study. Structural Stability and Change in the Test Performance of Urban Preschool Children.
Quelle	(1972), (110 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Disadvantaged Youth; Kindergarten; Longitudinal Studies; Preschool Education; Primary Education; Program Effectiveness; Research Reports; Tables (Data) + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Vorschulerziehung; Primarbereich; Research report; Forschungsbericht; Tabelle
Abstract	This is the eighth report describing the progress of the ETS-Head Start Longitudinal Study. The study began in 1969 with the collection of data on over 1800 children ranging from 4 through 8 years in age. Data collection on these children and their families, communities and schools is planned to continue through spring of 1972. This report describes: (1) interrelationships among certain cognitive, perceptual and personal-social behaviors of the children in the first two years of the study, and (2) similarity of the structural findings obtained in both years. A chapter on sample characteristics provides tables and statistics which indicate both the composition of the three-site longitudinal sample and the extent to which it differs from the initial four-site sample. A chapter on methodology describes how the test data were gathered and the various processing operations and methods of analysis. Findings from the various structural analyses of the test data, including comparisons by major subject classifications, are presented. The general results of the analysis to date are summarized, and plans for further analysis are given. (Author/KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC