Literaturnachweis - Detailanzeige
| Autor/inn/en | Sierens, Sven; Van Avermaet, Piet; Van Houtte, Mieke; Agirdag, Orhan |
|---|---|
| Titel | Does Pre-Schooling Contribute to Equity in Education? Participation in Universal Pre-School and Fourth-Grade Academic Achievement |
| Quelle | In: European Educational Research Journal, 19 (2020) 6, S.564-586 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sierens, Sven) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1474-9041 |
| DOI | 10.1177/1474904120925981 |
| Schlagwörter | Preschool Education; Equal Education; Attendance; Grade 4; Elementary School Students; Foreign Countries; Low Income Students; Science Achievement; Reading Achievement; Academic Achievement; Immigrants; Outcomes of Education; Belgium |
| Abstract | The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders -- a case characterised by near-general enrolment and a 'schoolified' approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed that pre-school duration was significantly yet weakly related to standardised test scores in science but not in reading. Second, pre-school duration moderately mitigated the relation between parental socio-economic status (SES) and reading outcomes. Third, the relation between pre-school duration and science/reading achievement did not vary significantly across immigrant and linguistic backgrounds. Altogether, these findings indicate a relationship between pre-school participation and short-term academic achievement that is mixed in terms of cognitive task and pupil backgrounds. The result that attending pre-school seems to counter the disparity in reading outcomes between low-SES and high-SES pupils is consistent with existing evidence. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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