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Understanding Young Children's Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs.

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Title: Understanding Young Children's Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs.
Authors: McCormick, Meghan1 (AUTHOR) meghan.mccormick@mdrc.org, Goldberg, Maya1 (AUTHOR), Swinth, Emily1 (AUTHOR), Smith Todd, Cate2 (AUTHOR), Carlis, Lydia2 (AUTHOR), Chavez, Victoria2 (AUTHOR), Xia, Samantha1 (AUTHOR)
Source: Early Education & Development. Apr2025, Vol. 36 Issue 3, p515-541. 27p.
Subject Terms: *Head Start programs, *School children, *COVID-19 pandemic, *Children's language, *Single parents, Executive function
Abstract: Research Findings: The COVID-19 pandemic had significant negative effects on the learning and development of school-aged children in the United States, with disproportionate impacts on children from marginalized groups. There is less evidence on the extent to which the pandemic affected younger children – ages 3 to 5 – from these groups. The current study examined the extent to which children in Acelero Head Start centers (N = 343) made gains in literacy, language, math, and executive functioning 2 years after the start of the pandemic and compared those learning gains to pre-pandemic norms in national Head Start and Acelero comparison samples. Children grew rapidly in all domains, performing and gaining in line with (or faster than) pre-pandemic Acelero Head Start children in language, literacy, and executive functioning. Overall scores were lower and growth was slower in math than pre-pandemic levels. Four-year-old children in the current study generally made larger gains than their younger peers. Boys and children from single parent households made larger gains in language skills compared to girls and children from two-parent households, respectively. Practice or Policy: Results provide evidence on Head Start children's academic and cognitive skills during the pandemic recovery and highlight the need for continued research to support children's resilience. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding Young Children's Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs.
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  Data: <searchLink fieldCode="AR" term="%22McCormick%2C+Meghan%22">McCormick, Meghan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> meghan.mccormick@mdrc.org</i><br /><searchLink fieldCode="AR" term="%22Goldberg%2C+Maya%22">Goldberg, Maya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Swinth%2C+Emily%22">Swinth, Emily</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smith+Todd%2C+Cate%22">Smith Todd, Cate</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carlis%2C+Lydia%22">Carlis, Lydia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chavez%2C+Victoria%22">Chavez, Victoria</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xia%2C+Samantha%22">Xia, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Apr2025, Vol. 36 Issue 3, p515-541. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Single+parents%22">Single parents</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink>
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  Data: Research Findings: The COVID-19 pandemic had significant negative effects on the learning and development of school-aged children in the United States, with disproportionate impacts on children from marginalized groups. There is less evidence on the extent to which the pandemic affected younger children – ages 3 to 5 – from these groups. The current study examined the extent to which children in Acelero Head Start centers (N = 343) made gains in literacy, language, math, and executive functioning 2 years after the start of the pandemic and compared those learning gains to pre-pandemic norms in national Head Start and Acelero comparison samples. Children grew rapidly in all domains, performing and gaining in line with (or faster than) pre-pandemic Acelero Head Start children in language, literacy, and executive functioning. Overall scores were lower and growth was slower in math than pre-pandemic levels. Four-year-old children in the current study generally made larger gains than their younger peers. Boys and children from single parent households made larger gains in language skills compared to girls and children from two-parent households, respectively. Practice or Policy: Results provide evidence on Head Start children's academic and cognitive skills during the pandemic recovery and highlight the need for continued research to support children's resilience. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10409289.2024.2423384
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              Text: Apr2025
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