Getting Inside the "Black Box" of Head Start Quality: What Matters and What Doesn't

Autor/inn/en	Currie, Janet; Neidell, Matthew
Titel	Getting Inside the "Black Box" of Head Start Quality: What Matters and What Doesn't
Quelle	In: Economics of Education Review, 26 (2007) 1, S.83-99 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2005.03.004
Schlagwörter	Preschool Education; Preschool Children; Program Effectiveness; Disadvantaged Youth; Scores; Behavior Problems; Grade Repetition; National Surveys; Reading; Vocabulary Development; Expenditures; Outcomes of Education; Longitudinal Studies; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Benachteiligter Jugendlicher; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Leseprozess; Lesen; Wortschatzarbeit; Ausgaben; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Critics of Head Start contend that many programs spend too much money on programs extraneous to children. On the other hand, Head Start advocates argue that the families of severely disadvantaged children need a broad range of services. Given the available evidence, it has been impossible to assess the validity of these claims. In this study, we match detailed administrative data with data on child outcomes from the National Longitudinal Survey of Youth 1979, including test scores, behavior problems, and grade repetition. We find that former Head Start children have higher reading and vocabulary scores where Head Start spending was higher. Holding per capita expenditures constant, children in programs that devoted higher shares of their budgets to child-specific expenditures have fewer behavior problems and are less likely to have been retained in grade. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10