Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

Autor/inn/en	McCormick, Meghan P.; Pralica, Mirjana; Guerrero-Rosada, Paola; Weiland, Christina; Hsueh, Joann; Condliffe, Barbara; Sachs, Jason; Snow, Catherine
Titel	Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
Quelle	In: American Educational Research Journal, 58 (2021) 2, S.420-455 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220944908
Schlagwörter	Language Skills; Mathematics Skills; Preschool Children; Summer Programs; Child Care; Low Income Students; Minority Group Students; English Language Learners; Program Effectiveness; School Readiness; Kindergarten; Urban Schools; Public Schools; White Students; Skill Development; Massachusetts (Boston); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sommerkurs; Kinderfürsorge; Kinderbetreuung; Readiness for school; School ability; Schulreife; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01