Predicting Children's Transitions from Head Start to Low-Performing Schools in Chicago: The Roles of Exposure to Poverty-Related Risk and to Early Childhood Intervention

Autor/inn/en	Zhai, Fuhua; Raver, C. Cybele
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Predicting Children's Transitions from Head Start to Low-Performing Schools in Chicago: The Roles of Exposure to Poverty-Related Risk and to Early Childhood Intervention
Quelle	(2010), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; School Readiness; Poverty; Low Income; Disadvantaged Youth; Academic Achievement; Risk; Kindergarten; Preschool Children; Early Intervention; Mothers; Educational Attainment; Disadvantaged Schools; Educational Quality; Prediction; Illinois + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Armut; Niedriglohn; Benachteiligter Jugendlicher; Schulleistung; Risiko; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bildungsabschluss; Bildungsgut; Quality of education; Bildungsqualität; Vorhersage
Abstract	This paper investigates the socioeconomic contexts navigated by low-income children enrolled in the Chicago School Readiness Project (CSRP), as they made the transition from preschool to elementary school. The authors focus on the following two questions. First, do families' exposure to poverty-related risks (i.e., low income, maternal education, and employment engagement) change for the better or for the worse, from the fall of preschool to the fall of kindergarten? Second, they examine the share of CSRP-enrolled preschoolers who subsequently attended kindergarten in low-performing elementary schools. They ask whether children's chances of entry into a lower-performing school differ as a function of (a) their current or past exposure to poverty-related risks, (b) having attended a program randomly assigned to treatment versus control group during the intervention year of CSRP, and (c) having attended a Head Start program that was assessed to be lower-quality at pre-treatment baseline. Overall 602 children and 94 teachers participated in CSRP. Children on average were 4 years old and about half were boys. In this study the authors find that even in the period prior to the economic recession (2004-2006), families with young children in Chicago were facing high levels of poverty-related risk. On average, the CSRP-enrolled children had high rates of attending low-performing schools in the transition from Head Start to kindergarten. Their preliminary evidence shows that the CSRP intervention may set children on more positive educational trajectory since children in the treatment group were less likely to attend low-performing schools compared to their peers in the control group. To sustain the benefits of the CSRP intervention as well as those of Head Start, more help should be provided to these disadvantaged children throughout their subsequent school years. (Contains 3 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10