Who Goes to Preschool and Why Does It Matter? Preschool Policy Brief. Issue 15

Autor/inn/en	Barnett, W. Steven; Yarosz, Donald J.
Institution	National Institute for Early Education Research
Titel	Who Goes to Preschool and Why Does It Matter? Preschool Policy Brief. Issue 15
Quelle	(2007), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Family Income; Preschool Education; Family Structure; Child Development; Young Children; Student Characteristics; Educational Attainment; Parents; Ethnicity; Racial Differences; Employment Level; Mothers; Geographic Location; Participation; Educational Policy; Age Differences; School Schedules; White Students; African American Students; Hispanic American Students; Socioeconomic Status; United States; National Household Education Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Familieneinkommen; Pre-school education; Vorschulerziehung; Familienkonstellation; Familiensystem; Kindesentwicklung; Frühe Kindheit; Bildungsabschluss; Bildungsgut; Eltern; Ethnizität; Rassenunterschied; Beschäftigungsgrad; Mother; Mutter; Teilnahme; Politics of education; Bildungspolitik; Age; Difference; Age difference; Altersunterschied; Schulzeiteinteilung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; USA
Abstract	In a world shaped by global competition, preschool education programs play an increasingly vital role in child development and school readiness. There is growing awareness that early learning's impacts persist across children's life spans, affecting educational achievement, adult earning and even crime and delinquency. Preschool education is increasingly seen as a middle-income essential. In 2005, two-thirds of 4-year-olds and more than 40 percent of 3-year-olds were enrolled in a preschool education program. This represents a substantial increase over earlier decades, particularly at age 4. The evidence indicates the increase in enrollment has not reached all segments of the population equally and there are variations in participation rates regionally within the U.S. This report seeks to identify these important differences and shed light on how income, education, ethnicity, family structure, maternal employment and geography relate to preschool education program participation. (Contains 1 table, 10 figures and 21 endnotes.) (As Provided).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10