Head Start Children's Transition to Kindergarten: Evidence from the Early Childhood Longitudinal Study

Autor/inn/en	Pigott, Therese D.; Israel, Marla Susman
Titel	Head Start Children's Transition to Kindergarten: Evidence from the Early Childhood Longitudinal Study
Quelle	In: Journal of Early Childhood Research, 3 (2005) 1, S.77-104 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X05051347
Schlagwörter	Poverty; Preschool Education; Disadvantaged Youth; Federal Programs; Program Effectiveness; Kindergarten; Early Childhood Education; Longitudinal Studies; Early Intervention; Academic Achievement; Emergent Literacy; Elementary School Mathematics; School Readiness; Public Education; Federal Legislation; Reading Readiness; English (Second Language); Socioeconomic Status + Suchen Sie Ihr Suchwort? Armut; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Frühleseunterricht; Elementare Mathematik; Schulmathematik; Readiness for school; School ability; Schulreife; Öffentliche Erziehung; Bundesrecht; Reading rate; Reading speed; Lesegeschwindigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Socio-economic status; Sozioökonomischer Status
Abstract	It has been acknowledged that children from poverty begin school missing many of the prerequisites for school success. The 1963 US initiative, Head Start, is the major federal program aimed at providing children in poverty the experiences necessary to start school on an equal footing with their same-age peers. This article uses data from the Early Childhood Longitudinal Study (ECLS) to examine the reading and math assessment scores of Head Start children as compared to their same-age peers at kindergarten entry. The data suggests that while Head Start children score higher than their same-age peers when compared to non-Head Start children from the same socio-economic status, there is still a gap between Head Start children and their peers in schools with higher social economic standing. The article brings an interdisciplinary focus to the issue of how "peer" is defined for disadvantaged children when examining achievement gaps and relative program effectiveness. (Contains 8 tables and 6 figures.) (Author).
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	2017/4/10