Gender Differences in the Impact of North Carolina's Early Care and Education Initiatives on Student Outcomes in Elementary School

Autor/inn/en	Muschkin, Clara G.; Ladd, Helen F.; Dodge, Kenneth A.; Bai, Yu
Titel	Gender Differences in the Impact of North Carolina's Early Care and Education Initiatives on Student Outcomes in Elementary School
Quelle	In: Educational Policy, 34 (2020) 2, S.377-407 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818773901
Schlagwörter	Gender Differences; Elementary School Students; Grade 3; Grade 4; Grade 5; Academic Achievement; Achievement Gap; Early Childhood Education; Disadvantaged Youth; Program Effectiveness; Reading Achievement; Mathematics Achievement; Socioeconomic Influences; Early Intervention; At Risk Students; Student Characteristics; Mothers; Individual Characteristics; Racial Differences; Ethnicity; North Carolina; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozioökonomischer Faktor; Mother; Mutter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rassenunterschied; Ethnizität
Abstract	Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01