Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start

Autor/inn/en	Mashburn, Andrew J.; Downer, Jason T.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start
Quelle	(2013), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Disadvantaged Youth; School Readiness; Parent Role; Child Development; Program Effectiveness; Preschool Children; Randomized Controlled Trials; Comparative Analysis; Cognitive Development; Social Development; Emotional Development; Child Health; Child Rearing; Age Differences; Kindergarten; Grade 1; Program Evaluation; Elementary Education; Preschool Education; Grade 3; Statistical Analysis + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Readiness for school; School ability; Schulreife; Parental role; Elternrolle; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Kindererziehung; Age; Difference; Age difference; Altersunterschied; School year 01; 1. Schuljahr; Schuljahr 01; Programme evaluation; Programmevaluation; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse
Abstract	The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010). The HSIS includes a nationally-representative sample of newly entering 3- and 4-year old children from 84 grantee/delegate agencies who were randomly assigned to either have access to Head Start or to a control group who did not have access to Head Start but could enroll in other early childhood programs. Results of prior analyses that address the first goal of the HSIS found benefits for children at the end of Head Start that were concentrated on language and literacy skills for the 4-year-old group and benefits at the end of Head Start on cognitive, social-emotional, health, and parenting outcomes for the 3-year old group. However, the early advantages found at the end of Head Start on most of these outcomes were non-significant by the end of kindergarten and first grade. The second goal of the HSIS is to identify the circumstances under which Head Start achieves its greatest impacts, and one possible explanation for the largely non-significant effects at the end of kindergarten and first grade has to do with the quality of children's experiences in elementary school. The purpose of this presentation is to describe the methods used to examine the extent to which the impacts of Head Start on children's cognitive and social-emotional outcomes at kindergarten, first grade, and third grade may be moderated by the quality of children's experiences during elementary school. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01