Quality in Early Years Settings and Children's School Achievement. CEP Discussion Paper No. 1468

Autor/inn/en	Blanden, Jo; Hansen, Kirstine; McNally, Sandra
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	Quality in Early Years Settings and Children's School Achievement. CEP Discussion Paper No. 1468
Quelle	(2017), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Foreign Countries; Child Care; Educational Quality; Quality Control; Preschool Children; National Standards; Standardized Tests; Teacher Qualifications; Correlation; Elementary School Students; Early Childhood Education; Preschool Education; Access to Education; Databases; Student Records; Kindergarten; Classification; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Qualitätskontrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Standadised tests; Standardisierter Test; Lehrqualifikation; Korrelation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Access; Bildung; Zugang; Bildungszugang; Datenbank; Schülerakte; Classification system; Klassifikation; Klassifikationssystem
Abstract	Childcare quality is often thought to be important for influencing children's subsequent attainment at school. The English Government regulates the quality of early education by setting minimum levels of qualifications for workers and grading settings based on a national Inspectorate (OfSTED). This paper uses administrative data on over two million children to relate performance on national teacher assessments at ages 5 and 7 to the quality characteristics of the nursery they attended before starting school. Results show that staff qualifications and childcare quality ratings have a weak association with teacher assessments at school, based on comparing children who attended different nurseries but attended the same primary school. Our results suggest that although children's outcomes are related to the nursery they attend, which nurseries are good cannot be predicted by staff qualifications and OfSTED ratings; the measures of quality that Government has focused on. Supplementary tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04