Literaturnachweis - Detailanzeige
| Autor/inn/en | Amadon, Sara; Gormley, William T.; Claessens, Amy; Magnuson, Katherine; Hummel-Price, Douglas; Romm, Katelyn |
|---|---|
| Titel | Does Early Childhood Education Help to Improve High School Outcomes? Results from Tulsa |
| Quelle | In: Child Development, 93 (2022) 4, (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Amadon, Sara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13752 |
| Schlagwörter | Early Childhood Education; Outcomes of Education; Secondary Education; High School Students; Attendance Patterns; Academic Failure; Grade Repetition; Advanced Placement Programs; Scores; Grades (Scholastic); Racial Differences; Oklahoma (Tulsa) |
| Abstract | Early childhood education contributes to improved school readiness but impacts on high school remain unclear. This study estimates the effects of Tulsa, Oklahoma's universal pre-K and Head Start programs through the junior year of high school (in 2018/2019; N = 2902; M[subscript age] = 16.52, SD = 0.39; 48% female; 28% white, 34% Black, 27% Hispanic, 8% Native American). Propensity score weighted regressions suggest students who attended pre-K, but not Head Start, missed less school, were less likely to fail courses and be retained in grade, were more likely to take an Advanced Placement/International Baccalaureate course, but did not have higher test scores or grades. Subgroup analyses by race/ethnicity demonstrated some differences in the pattern of associations favoring students of color. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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