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Details

Autor(en) / Beteiligte
Titel
Preparing Students for Success: Differential Outcomes by Preschool Experience in Baltimore City, Maryland
Ist Teil von
  • Prevention science, 2020-05, Vol.21 (4), p.467-476
Ort / Verlag
New York: Springer US
Erscheinungsjahr
2020
Quelle
PAIS Index
Beschreibungen/Notizen
  • An early adopter of public preschool (i.e., pre-kindergarten, “pre-k”), evidence from Baltimore City, Maryland, can provide insight for those working to improve access to early education opportunities. We followed a cohort of children entering kindergarten in Baltimore City Public Schools during the 2007–2008 year through the 2010–2011 academic year. Students were grouped by pre-k experience: public pre-k ( n = 2828), Head Start ( n = 839), Head Start plus public pre-k ( n = 247), private pre-k ( n = 993), or informal care ( n = 975). After adjusting for individual- and school-level characteristics, students from the Head Start plus public pre-k group were the most likely to enter kindergarten with the foundational skills and behaviors needed to be successful (vs. all groups, P ≤ .001). Students in informal care were the least likely to enter kindergarten with this skillset (vs. all pre-k groups P ≤ .001). Children from informal care were also significantly more likely than all other groups to be chronically absent in kindergarten ( P ≤ .001). By third grade, children from informal care were least likely to be reading on grade level and most likely to have been retained a grade (vs. all pre-k groups P ≤ .001). Children from disadvantaged populations who were not enrolled in pre-k faced significant difficulties keeping up with their peers throughout elementary school; interventions to improve their transition to school and increase their likelihood of academic success are warranted. Universal preschool is likely to improve education outcomes for children in urban areas.

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