1. Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.
- Author
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Ansari A, Lόpez M, Manfra L, Bleiker C, Dinehart LHB, Hartman SC, and Winsler A
- Subjects
- Child, Child, Preschool, Early Intervention, Educational, Female, Florida, Humans, Male, Mathematics, Reading, Academic Performance statistics & numerical data, Financing, Government statistics & numerical data, Hispanic or Latino statistics & numerical data, Poverty statistics & numerical data, Schools, Nursery statistics & numerical data, Students statistics & numerical data
- Abstract
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., (© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)
- Published
- 2017
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