The Effects of Early Care and Education Settings on the Kindergarten Outcomes of Doubly Vulnerable Children

• Owen N. Schochet ^[1] ; Anna D. Johnson ^[1] ; Deborah A. Phillips ^[1]
  1. [1] Georgetown University

     Georgetown University

     Estados Unidos

     
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 87, Nº. 1, 2020, págs. 27-53
• Idioma: inglés
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• Resumen

  • Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a “doubly vulnerable” population characterized by academic and social-emotional achievement gaps at kindergarten entry. Yet, no research has documented the effects of center-based settings on doubly vulnerable children’s early development, either relative to other ECE settings (e.g., home-based care) or relative to each other (e.g., Head Start, public preK). The current study utilizes national data and estimates difference-in-differences models to assess the effects of these ECE setting comparisons on changes in doubly vulnerable children’s academic and social-emotional outcomes evident at kindergarten entry. Results suggest that center-based ECE is more beneficial than parental care for language and literacy, and more beneficial than home-based care for prosocial behaviors. There were few differences among center-based ECE types: At trend level, Head Start was linked with better approaches to learning and prosocial skills relative to public preK.