Unpacking the Treatment Contrast in the Head Start Impact Study: To What Extent Does Assignment to Treatment Affect Quality of Care?

Autor/inn/en	Friedman-Krauss, Allison H.; Connors, Maia C.; Morris, Pamela A.
Titel	Unpacking the Treatment Contrast in the Head Start Impact Study: To What Extent Does Assignment to Treatment Affect Quality of Care?
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 1, S.68-95 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1147627
Schlagwörter	Early Intervention; Early Childhood Education; Educational Quality; Program Evaluation; Disadvantaged Youth; Low Income Groups; At Risk Persons; Young Children; Control Groups; Experimental Groups; Age Differences; Program Effectiveness; Federal Programs; Enrollment; Rating Scales; Hypothesis Testing; Probability; Statistical Analysis; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Programme evaluation; Programmevaluation; Benachteiligter Jugendlicher; Risikogruppe; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Einschulung; Rating-Skala; Hypothesenprüfung; Hypothesentest; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	Attending high-quality early childhood care and education (ECCE) is associated with higher cognitive and social-emotional skills, especially for children growing up in poverty, but access to high-quality ECCE is limited. This study capitalizes on the random assignment design of the Head Start Impact Study to better understand whether the randomized offer to attend Head Start, a free comprehensive child development program for low-income and at-risk children, raises the quality of ECCE in which children enroll. Multinomial logistic regression was used to isolate the intent-to-treat impacts of random assignment to Head Start on ECCE quality from impacts on enrollment in formal ECCE. Results indicate that children randomly assigned to receive Head Start (treatment), compared to children in the control group, were more likely to enroll in high-quality and, to a lesser extent, low-quality ECCE. Treatment impacts were largest at the high end of the quality distribution, were driven by increased enrollment in Head Start, and differed for 3- and 4-year-olds. These results highlight the important role of Head Start in providing high-quality ECCE for low-income children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01