Preschool Attendance and School Readiness for Children of Immigrant Mothers in the United States

Autor/inn/en	Lee, RaeHyuck; Han, Wen-Jui; Waldfogel, Jane; Brooks-Gunn, Jeanne
Titel	Preschool Attendance and School Readiness for Children of Immigrant Mothers in the United States
Quelle	In: Journal of Early Childhood Research, 16 (2018) 2, S.190-209 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X18761218
Schlagwörter	Preschool Children; Attendance; School Readiness; Immigrants; Mothers; Correlation; Longitudinal Studies; Surveys; Comparative Analysis; Reading Skills; Mathematics Skills; Least Squares Statistics; Regression (Statistics); Kindergarten; Federal Programs; Disadvantaged Youth; Low Income; Early Childhood Education; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Anwesenheit; Readiness for school; School ability; Schulreife; Immigrant; Immigrantin; Immigranten; Mother; Mutter; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Benachteiligter Jugendlicher; Niedriglohn; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse
Abstract	We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study-Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children's reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01