Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children

• Autores: Arya Ansari, Michael Lόpez, Louis Manfra, Charles Bleiker, Laura H. B. Dinehart, Suzanne C. Hartman, Adam Winsler
• Localización: Child development, ISSN 0009-3920, Vol. 88, Nº. 5, 2017, págs. 1743-1756
• Idioma: inglés
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• Resumen

  • This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social–behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.