Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which is More Effective?

Autor/inn/en	Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe
Titel	Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which is More Effective?
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 1, S.88-112 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715587965
Schlagwörter	Kindergarten; Early Childhood Education; Preschool Education; Data Analysis; Regression (Statistics); Program Effectiveness; Weighted Scores; Prereading Experience; Reading Skills; Writing Skills; Prior Learning; Educational Policy; Comparative Analysis; Program Length; Peer Influence; Curriculum Evaluation; Student Records; Effect Size; Achievement Gains; Writing Readiness; Probability; Financial Support; At Risk Students; Student Characteristics; Oklahoma (Tulsa); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Auswertung; Regression; Regressionsanalyse; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Vorkenntnisse; Politics of education; Bildungspolitik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Schülerakte; Achievement gain; Leistungssteigerung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Finanzielle Förderung
Abstract	As policymakers contemplate expanding preschool opportunities for low-income children, one possibility is to fund 2, rather than 1 year of Head Start for children at ages 3 and 4. Another option is to offer 1 year of Head Start followed by 1 year of pre-K. We ask which of these options is more effective. We use data from the Oklahoma pre-K study to examine these two "pathways" into kindergarten using regression discontinuity to estimate the effects of each age 4 program, and propensity score weighting to address selection. We find that children attending Head Start at age 3 develop stronger prereading skills in a high-quality pre-kindergarten at age 4 compared with attending Head Start at age 4. Pre-K and Head Start were not differentially linked to improvements in children's prewriting skills or premath skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01