Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

Autor/inn/en	Dodge, Kenneth A.; Bai, Yu; Ladd, Helen F.; Muschkin, Clara G.
Titel	Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School
Quelle	In: Child Development, 88 (2017) 3, S.996-1014 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12645
Schlagwörter	Early Childhood Education; Educational Policy; Outcomes of Education; Elementary School Students; Longitudinal Studies; State Programs; State Aid; Regression (Statistics); Statistical Analysis; Program Effectiveness; Reading Tests; Mathematics Tests; Special Education; Grade Repetition; Effect Size; Poverty; North Carolina + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regierungsprogramm; Regression; Regressionsanalyse; Statistische Analyse; Lesetest; Special needs education; Sonderpädagogik; Sonderschulwesen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Armut
Abstract	North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other). Student-level regression models with county and year fixed effects indicated significant positive impacts of each program on reading and math test scores and reductions in special education and grade retention in each grade. Effect sizes grew or held steady across years. Positive effects held for both high- and low-poverty families, suggesting spillover of effects to nonparticipating peers. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01