Child Care

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Eric.ed.gov – The Role of Classroom Quality in Explaining Head Start Impacts

Posted on by Troels Gannerup Christensen - Læst 12 gange

eric.ed.gov har udgivet: This study seeks to answer the following question: Are impacts on Head Start classroom quality associated with impacts of Head Start on children’s learning and development? This study employs a variety of descriptive and quasi-experimental methods to explore the role of classroom quality as a mediator or mechanism of Head Start impacts. This research uses data from the Head Start Impact Study (HSIS) and includes 4,440 3- and 4-year-old children who were randomly assigned off a waitlist to either receive an invitation to participate in Head Start services or to the control group. Children initially applied to 351 Head Start programs across 81 Head Start grantees. A total of 2,644 children were randomized to receive Head Start services and 1,796 were randomized to the control group. Following… Continue Reading →

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Eric.ed.gov – Process Dimensions of Child Care Quality and Academic Achievement: An Instrumental Variables Analysis

Posted on by Troels Gannerup Christensen - Læst 19 gange

eric.ed.gov har udgivet: Child care quality is usually measured along two dimensions–structural and process. In this paper the authors focus on process quality–the quality of child care center instructional practices and teacher interactions with students. They use an instrumental variables technique to estimate the effect of child care center process quality on academic achievement for children. They use a national data set, focusing on low-income children, to examine the effects of high process quality child care on math, reading and vocabulary outcomes for preschool children. The goal is to discover the causal effect of process quality on children’s academic outcomes in the preschool years. The present study is an analysis of secondary data collected at different sites around the country, which is described in detail here. Data from the Preschool… Continue Reading →