Head Start Participation and School Readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort

Autor/inn/en	Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane
Titel	Head Start Participation and School Readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort
Quelle	In: Developmental Psychology, 50 (2014) 1, S.202-215 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032280
Schlagwörter	Federal Programs; Early Childhood Education; Preschool Children; School Readiness; Evidence; Longitudinal Studies; Cohort Analysis; Emotional Development; Well Being; Kindergarten; Probability; Scores; Regression (Statistics); Reading Achievement; Mathematics Achievement; Child Behavior; Behavior Problems; Parent Background; Child Development; Hypothesis Testing; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Evidenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternhaus; Kindesentwicklung; Hypothesenprüfung; Hypothesentest
Abstract	Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ˜ 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care (prekindergarten, other center-based care, other nonparental care, or parental care). Using propensity score matching methods and ordinary least squares regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other nonparental care or parental care but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared with children in prekindergarten and had no differences in any outcomes compared with children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or parents with low levels of education or who attended Head Start for more than 20 hr per week. (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