Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project

Autor/inn/en	Carr, Robert C.; Vernon-Feagans, Lynne; Burchinal, Margaret R.
Titel	Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project
Quelle	In: Early Education and Development, 34 (2023) 7, S.1590-1611 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carr, Robert C.) ORCID (Vernon-Feagans, Lynne) ORCID (Burchinal, Margaret R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2109392
Schlagwörter	Preschool Children; Low Income; Disadvantaged Youth; African American Children; Preschool Education; Rural Areas; Child Care Centers; Home Instruction; Emergent Literacy; School Readiness; Program Effectiveness; Comparative Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Benachteiligter Jugendlicher; African Americans; Afroamerikaner; Rural area; Ländlicher Raum; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Heimunterricht; Frühleseunterricht; Readiness for school; School ability; Schulreife
Abstract	This study utilized data from the Family Life Project (FLP) to examine Head Start children's school readiness skills at the end of preschool in comparison to two other care groups: home-based care and other center-based care. The FLP study enrolled a birth-cohort of 1,292 children born in two historically low-wealth, rural regions of the U.S., with oversampling of children from low-wealth families and African American families. Propensity score weighting adjusted for differences in baseline child and family characteristics between the Head Start participants and children in the two alternative care groups. Research Findings: The results indicated that the Head Start group had higher literacy skills at the end of preschool in comparison to the home-based care group ([beta] = 0.36), but no other reliable differences emerged between these groups in school readiness skills. No reliable differences emerged between the Head Start and other center-based care groups in school readiness skills. Practice and Policy: Implications for educational practice and policy were discussed in relation to Head Start programming in rural America, including potential targets for program improvement and strategies for program expansion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01