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Within- and Between-Sector Quality Differences in Early Childhood Education and Care

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Bibliographic Details
Title: Within- and Between-Sector Quality Differences in Early Childhood Education and Care
Language: English
Authors: Bassok, Daphna, Fitzpatrick, Maria, Greenberg, Erica, Loeb, Susanna
Source: Child Development. Sep-Oct 2016 87(5):1627-1645.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 19
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A100574
R305B090016
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Educational Quality, Early Childhood Education, Child Care, Child Development, Correlation, Preschool Education, Disadvantaged Youth, Reading Skills, Mathematics Skills, Toddlers, Educational Improvement, Informal Education
DOI: 10.1111/cdev.12551
ISSN: 0009-3920
Abstract: This study leverages nationally representative data (N ˜ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children's reading and math skills at age 5 between those who had enrolled in formal and informal settings. Cross-sector differences are substantially reduced when accounting for a set of quality measures, though these measures do less to explain more modest differences in outcomes within the formal sector. Results inform current efforts aimed at improving the quality of early childhood settings by highlighting the large quality differences across sectors and their relationship with child development.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2016
Accession Number: EJ1115341
Database: ERIC
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Abstract:This study leverages nationally representative data (N ˜ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children's reading and math skills at age 5 between those who had enrolled in formal and informal settings. Cross-sector differences are substantially reduced when accounting for a set of quality measures, though these measures do less to explain more modest differences in outcomes within the formal sector. Results inform current efforts aimed at improving the quality of early childhood settings by highlighting the large quality differences across sectors and their relationship with child development.
ISSN:0009-3920
DOI:10.1111/cdev.12551