Inequality in Preschool Education and School Readiness
Dados Bibliográficos
| ID | 8220899 |
|---|---|
| Autores | Katherine Magnuson (0000-0002-1140-1200, University School, autor correspondente), Katherine A Magnuson (Columbia University), Marcia K Meyers (University of Washington), Christopher J Ruhm (0000-0003-0591-0479, University of North Carolina at Greensboro), Jane Waldfogel (0000-0002-9213-182X, Columbia University) |
| Ano | 2004 |
| Volume | 41 |
| Fascículo | 1 |
| Páginas | 115-157 |
| Data de publicação | 2004-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | American Educational Research Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312041001115 |
| OpenAlex | W2132172481 |
| Idioma | EN |
| Citações recebidas | 196 |
| Referências citadas | 43 |
Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, we analyze the effect of participation in child care and early education on children’s school readiness as measured by early reading and math skills in kindergarten and first grade. We find that children who attended a center or school-based preschool program in the year before school entry perform better on assessments of reading and math skills upon beginning kindergarten, after controlling for a host of family background and other factors that might be associated with selection into early education programs and relatively high academic skills. This advantage persists when children’s skills are measured in the spring of kindergarten and first grade, and children who attended early education programs are also less likely to be retained in kindergarten. In most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting preschool enrollment of children from disadvantaged families might help to narrow the school readiness gap
Academic skills · Attendance · Developmental psychology · Disadvantaged · Early childhood · Early childhood education · Longitudinal study · Mathematics education · Political science · Reading (process · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
Preparar a Disponibilidade Escolar Em Contextos De Carência Sociocultural
Ethnische Ungleichheiten in der vorschulischen Bildung
Maternal employment and adolescent development
Early Childhood Care and Education
Promoting School Readiness in Oklahoma
School Readiness and Self-Regulation
The Effects of Preschool Education
Kindergarten skills and fifth-grade achievement
Chapter 12 Interpreting the Evidence on Life Cycle Skill Formation
Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function
Does prekindergarten improve school preparation and performance?
How much is too much? The influence of preschool centers on children's social and cognitive development
Reading achievement gaps, correlates, and moderators of early reading achievement
Measuring School Readiness
Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Handbuch frühkindliche Bildungsforschung
Parental leave, childcare and gender equality in the Nordic countries
Early Ethnic Educational Inequality
Evaluating Early Precursors of Academic Skills
Language foundations for literacy
Što vrtić ima s tim? Pristup ranom i predškolskom odgoju i obrazovanju i reprodukcija društvenih nejednakosti u redovnom školovanju
Medium- and long-term outcomes of early childhood education
The impact of an interaction-based classroom program on executive function development in low-SES preschoolers
Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries
A National Scan of Statewide Kindergarten Entry Assessments and Data Reports
Neighborhood Context and Parent Perspectives on Practical Considerations Related to Preschool Location
Can Early Childhood Education Be Compensatory? Examining the Benefits of Child Care Among Children Who Experience Neglect
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning
Maternal education and early childhood development
Distinct patterns of organized activity participation and their associations with school readiness among Chinese preschoolers
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
Investigating the Differential Effects of Early Child Care and Education in Reducing Gender and Racial Academic Achievement Gaps From Kindergarten to 8th Grade
A cross-cultural adaptation and content validity assessment of the Czech Version Kiddy-KINDL Questionnaire
The Impact of Daycare Attendance on Math Test Scores for a Cohort of Fourth Graders in Brazil
Transition Processes from Kindergarten to Primary School / Postupci prijelaza iz dječjeg vrtića u osnovnu školu
Kindergarten As Protective Factor In Development Of Preschool Children From Risk Groups
Frühe ethnische Bildungsungleichheit
Breaking the Cycle
Metoder til at måle kausale effekter af socialpolitiske indsatser
Driving Precision Policy Responses to Child Health and Developmental Inequities
The role of sport for youth amidst trauma and chaos
The influence of immigrant parent legal status on U.S.-born children's academic abilities
What's the fair share? A systematic approach to assessing educational resource allocation in Henan, China
Summer Success
Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards
Quality of Childcare and School Readiness of Children in Poverty
Unlevel Playing Field
A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years
Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain
It’s Embedded in What We Do for Every Child”
Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning
Early Childhood Experiences of Black Children in a Diverse Midwestern Suburb
Early Care and Education for Children in the Child Welfare System
Beyond the Black–White Test Score Gap
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years
Preschool attendance and school readiness for children of immigrant mothers in the United States
Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development
The influence of immigration status on early childhood education and care enrollment
Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children
Tracing the evolution of preschool’s impact on education over a century
Nature preschool offers school readiness skills comparable to those of a typical preschool
Predškolski odgoj i obrazovanje kao socijalna investicija
Individual, family and neighbourhood factors related to life satisfaction and perceived discrimination among low-income, non-immigrant mothers in seven European countries
Early schooling
Shared Family Activities and the Transition From Childhood Into Adolescence
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
Selection into early education and care settings
National Profiles of classroom quality and family involvement
Comparing public, private, and informal preschool programs in a national sample of low-income children
The research-based balance in early childhood mathematics
Longer-term associations of preschool education
Supplementing literacy instruction with a media-rich intervention
Head Start program quality
The role of preschool in promoting children’s healthy development
The Educare intervention
The persistence of preschool effects
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views
Disparities in kindergarteners’ executive functions at kindergarten entry
Examining individual children's peer engagement in pre-kindergarten classrooms
Inequities in access to quality early care and education
Latent classes of early childhood development and their predictors in Low- and middle-income countries
Kindergarten child care experiences and child achievement and socioemotional skills
Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach
Relating preschool class size to classroom quality and student achievement
Inside the pre-kindergarten door
Pre-kindergarten child care and behavioral outcomes among children of immigrants
Thresholds in the association between child care quality and child outcomes in rural preschool children
The role of early childhood settings for 4–5 year old children in early academic skills and later achievement in Australia
Caregiver–child verbal interactions in child care
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Socioeconomic status and receptive vocabulary development
Hispanic dual language learning kindergarten students' response to a numeracy intervention
School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs
New benefits of public school pre-kindergarten programs
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
The overall and differential effects of a targeted prekindergarten program
The impacts of an early mathematics curriculum on oral language and literacy
From Neurons to Neighborhoods
Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest
School Quality and the Longer-Term Effects of Head Start
The Specificity of Environmental Influence
First-Grade Classroom Behavior
Longer-Term Effects of Head Start
From Neurons to Neighborhoods
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
Parent Involvement in Early Intervention for Disadvantaged Children
Meaningful Differences in the Everyday Experience of Young American Children
Entry Into School
Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states
Head Start
A Head Start for the 21st century
A Head Start for the 21st century
Early Intervention
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes
Child care, women's employment, and child outcomes
A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998
Within and beyond the classroom door
More than a work support
Relation of Head Start attendance to children’s cognitive and social outcomes
Consequences of growing up poor
America's Childcare Problem
A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance
Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Family processes as pathways from income to young children's development
Differential calculation abilities in young children from middle- and low-income families
Economically disadvantaged preschoolers
Effects of a preschool plus follow-on intervention for children at risk
Economic Considerations and Class Size
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence
The Home Environments of Children in the United States Part I
Early Childhood Education
| Obras citantes distintas | 196 |
|---|---|
| Citações por ano | 9,33 |
| Intervalo de citações | 2005 - 2026 (22) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 195 |