Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?

Autor/inn/en	Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe
Titel	Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?
Quelle	(2016), (49 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3102/0162373715587965
Schlagwörter	Achievement Tests; Kindergarten; Early Childhood Education; Preschool Education; Regression (Statistics); Program Effectiveness; Weighted Scores; Reading Skills; Prior Learning; Educational Policy; Comparative Analysis; Program Length; Peer Influence; Curriculum Evaluation; Student Records; Effect Size; Achievement Gains; Early Intervention; Writing Skills; Probability; Financial Support; At Risk Students; Student Characteristics; Writing Readiness; Reading Readiness; Oklahoma (Tulsa); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Regression; Regressionsanalyse; Reading skill; Lesefertigkeit; Vorkenntnisse; Politics of education; Bildungspolitik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Schülerakte; Achievement gain; Leistungssteigerung; Writing skill; Schreibfertigkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Finanzielle Förderung; Reading rate; Reading speed; Lesegeschwindigkeit
Abstract	As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma pre-k study to examine these two "pathways" into kindergarten using regression discontinuity to estimate the effects of each age-4 program, and propensity score weighting to address selection. We find that children attending Head Start at age 3 develop stronger pre-reading skills in a high quality pre-kindergarten at age 4 compared with attending Head Start at age 4. Pre-k and Head Start were not differentially linked to improvements in children's pre-writing skills or pre-math skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming. [This paper was published in "Educational Evaluation and Policy Analysis" v38 n1 p88-112 Mar 2016 (EJ1089933).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01