Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality between Students and across States

Autor/in	Valentino, Rachel
Titel	Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality between Students and across States
Quelle	In: American Educational Research Journal, 55 (2018) 1, S.79-116 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217732000
Schlagwörter	Preschool Education; Achievement Gap; Educational Quality; Disadvantaged; Low Income Students; Public Schools; Early Childhood Education; Outcome Measures; Performance Factors; Classroom Techniques; Student Characteristics; State Policy; Regression (Statistics); Educational Assessment; Educational Indicators; Rating Scales; Classroom Observation Techniques; Questionnaires; Statistical Analysis; Massachusetts; Ohio; New York; New Jersey; Kentucky; Illinois; Georgia; California; Wisconsin; Washington; Texas; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leistungsindikator; Klassenführung; Regression; Regressionsanalyse; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Rating-Skala; Fragebogen; Statistische Analyse; Master-Studiengang; Kalifornien
Abstract	Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large "quality gaps" in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, I find much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling if a goal of public pre-K is to minimize inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01