Is Public Pre-K Preparing Hispanic Children to Succeed in School? Preschool Policy Brief. Issue 13

Autor/inn/en	Laosa, Luis M.; Ainsworth, Pat
Institution	National Institute for Early Education Research
Titel	Is Public Pre-K Preparing Hispanic Children to Succeed in School? Preschool Policy Brief. Issue 13
Quelle	(2007), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Preschool Education; Hispanic American Students; Educational Policy; Preschool Children; Public Education; Racial Differences; Cultural Differences; English (Second Language); Reading Achievement; Mathematics Achievement; Grade 4; Grade 8; Family Income; Mothers; Educational Attainment; Participation; Early Intervention; Barriers; Second Language Learning; Access to Education; Educational Quality; New Jersey; Oklahoma; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Öffentliche Erziehung; Rassenunterschied; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Familieneinkommen; Mother; Mutter; Bildungsabschluss; Bildungsgut; Teilnahme; Zweitsprachenerwerb; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität
Abstract	The growth in public preschool education is based on research that shows high-quality prekindergarten has a positive effect on children's chances of succeeding in school and life. Beneath the surface of this growth, however, lies a troubling lag in preschool education participation by the nation's largest, fastest growing and yet most educationally challenged group--Hispanic children, who may be challenged by issues of poverty and language. Many Hispanic children enter school well behind their non-Hispanic counterparts, achieve at lower levels throughout school and graduate at lower rates. The gap in school readiness is unlikely to improve unless we address it with policies that increase preschool participation by Hispanic children and design programs that better accommodate their learning needs. Doing so may well entail rethinking the current approach to many programs. (Contains 4 figures and 36 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