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Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data

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Title: Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data
Language: English
Authors: Li, Zhenyi, Lei, Wanpeng
Source: Best Evidence in Chinese Education. 2023 13(1):1665-1670.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece
Peer Reviewed: Y
Page Count: 6
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Preschool Education, Program Effectiveness, Economically Disadvantaged, Poverty, Resilience (Psychology), Access to Education, Kindergarten, Cognitive Ability, Predictor Variables, Rural Urban Differences
Geographic Terms: China
ISSN: 2639-5312
2639-5320
Abstract: Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children's cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1365887
Database: ERIC
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  Data: Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Zhenyi%22">Li, Zhenyi</searchLink><br /><searchLink fieldCode="AR" term="%22Lei%2C+Wanpeng%22">Lei, Wanpeng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Best+Evidence+in+Chinese+Education%22"><i>Best Evidence in Chinese Education</i></searchLink>. 2023 13(1):1665-1670.
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2639-5312<br />2639-5320
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  Label: Abstract
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  Data: Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children's cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.
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  Data: 2023
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1365887
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 1665
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Rural Urban Differences
        Type: general
      – SubjectFull: China
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      – TitleFull: Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data
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            NameFull: Lei, Wanpeng
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              Type: published
              Y: 2023
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