From Birth to School: Early Childhood Initiatives and Third-Grade Outcomes in North Carolina. Working Paper 134

Autor/inn/en	Ladd, Helen F.; Muschkin, Clara G.; Dodge, Kenneth A.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	From Birth to School: Early Childhood Initiatives and Third-Grade Outcomes in North Carolina. Working Paper 134
Quelle	(2015), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Preschool Education; At Risk Students; Disadvantaged Youth; Grade 3; Reading Achievement; Mathematics Achievement; State Policy; Educational Policy; Child Care; Preschool Children; Infants; Toddlers; Child Development; School Readiness; Financial Support; North Carolina + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; School year 03; 3. Schuljahr; Schuljahr 03; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Readiness for school; School ability; Schulreife; Finanzielle Förderung
Abstract	This study examines the community-wide effects of two statewide early childhood policy initiatives in North Carolina. One initiative provides funding to improve the quality of child care services at the county level for all children between the ages of 0 to 5, and the other provides funding for preschool slots for disadvantaged four-year-olds. Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade. We find robust positive effects of each program on third-grade test scores in both reading and math. These effects can best be explained by a combination of direct benefits for participants and spillover benefits for others. Our preferred models suggest that the combined average effects on test scores of investments in both programs at 2009 funding levels are equivalent to two to four months of instruction in grade 3. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01