Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California

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Autor/inn/en	Karoly, Lynn A.; Ghosh-Dastidar, Bonnie; Zellman, Gail L.; Perlman, Michal; Fernyhough, Lynda
Institution	RAND Labor and Population
Titel	Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California
Quelle	(2008), (258 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Preschool Children; Educational Quality; Program Effectiveness; Academic Achievement; Primary Education; Child Care; Participation; Access to Education; Racial Differences; Socioeconomic Influences; Ethnicity; Hispanic American Students; African American Students; Disadvantaged Youth; White Students; School Readiness; Asian American Students; Parent Influence; Educational Attainment; Early Intervention; California + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Quality of education; Bildungsqualität; Schulleistung; Primarbereich; Kinderfürsorge; Kinderbetreuung; Teilnahme; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Sozioökonomischer Faktor; Ethnizität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Benachteiligter Jugendlicher; Readiness for school; School ability; Schulreife; Asian immigrant; United States; Asiatischer Einwanderer; USA; Bildungsabschluss; Bildungsgut; Kalifornien
Abstract	To evaluate the adequacy and efficiency of preschool education, the RAND Corporation has undertaken the California Preschool Study to improve understanding of achievement gaps in the early elementary grades, the adequacy of preschool education currently given, and what efficiencies or additional resources might be brought to bear in early care and education. In California, there has been only limited information about the nature and quality of the early care and education (ECE) arrangements of preschool-age children--those who are one or two years away from kindergarten entry. What percentage of children participate in ECE programs at ages three and four? What is the quality of the programs in which they participate? How do access and quality vary for children of different racial or ethnic backgrounds or from low- and high-income families? This report answers these and other questions about preschool use and quality in California. The results of the study show that (1) use of center-based ECE is the norm for these children; (2) Latinos and socioeconomically disadvantaged children use it least; (3) these programs fall short on key quality benchmarks, especially those linked to early learning; (4) groups with lower levels of school readiness and later school achievement are least likely to participate in the programs that most promote school success; and (5) there is room for improvement in quality across the board and in raising participation for targeted groups. Contents include: (1) Introduction; (2) Data-Collection Approach and Analysis Sample; (3) ECE Arrangements for California's Preschool-Age Children; (4) Features and Quality of Center-Based Settings for California's Preschool-Age Children; (5) Other Information Provided by Parents on Use of and Experience with ECE Arrangements; and (6) Conclusions. Appended are: (A) Data-Collection Methodology; (B) Standard Errors for Selected Tables; (C) Regression Results for Analysis of ECE Use Patterns; (D) Methods for Analysis of Provider Survey and Provider Observation Data; (E) Parental Reports of Features in Home-Based ECE Arrangements; and (F) Additional Results for ECERS-R and CLASS Scales. (Contains 23 figures and 66 tables.) [Additional funding was provided by the Los Angeles Universal Preschool.] (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10