The Differential Effects of Preschool: Evidence from Virginia

Autor/inn/en	Huang, Francis L.; Invernizzi, Marcia A.; Drake, E. Allison
Titel	The Differential Effects of Preschool: Evidence from Virginia
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.03.006
Schlagwörter	Regression (Statistics); Kindergarten; Grade 1; Probability; Preschool Children; Preschool Education; Literacy Education; Minimum Competencies; Hispanic American Students; African American Students; Disabilities; Poverty; Academic Persistence; Virginia + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fundamentum; Mindestwissen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Handicap; Behinderung; Armut
Abstract	This study investigated the differential and persistent effects of a state-funded pre-K program, the Virginia Preschool Initiative (VPI). We analyzed data from a cohort of over 60,000 students nested in approximately 1000 schools from the beginning of kindergarten to the end of first grade using two-level hierarchical logistic regression models. While controlling for student- and school-level variables, we found that attending a VPI-funded program was beneficially associated with a lower likelihood of repeating kindergarten and improved probabilities of meeting or exceeding minimum literacy competencies. The benefits of attending pre-K were greatest upon kindergarten entry and persisted until the end of the first grade for Hispanic and Black students, as well as for students with disabilities, despite VPI-funded program attendees going to schools with higher concentrations of poverty. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10