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

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Title: Within- and Between-Sector Quality Differences in Early Childhood Education and Care.
Authors: Bassok, Daphna, Fitzpatrick, Maria, Greenberg, Erica, Loeb, Susanna
Source: Child Development. Sep/Oct2016, Vol. 87 Issue 5, p1627-1645. 19p. 6 Charts.
Subjects: Early childhood education, Child care, Head Start programs, Toddlers, Preschool children, Reading, Mathematics, Child development, Early intervention (Education)
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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Within- and Between-Sector Quality Differences in Early Childhood Education and Care.
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  Data: <searchLink fieldCode="AR" term="%22Bassok%2C+Daphna%22">Bassok, Daphna</searchLink><br /><searchLink fieldCode="AR" term="%22Fitzpatrick%2C+Maria%22">Fitzpatrick, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Greenberg%2C+Erica%22">Greenberg, Erica</searchLink><br /><searchLink fieldCode="AR" term="%22Loeb%2C+Susanna%22">Loeb, Susanna</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep/Oct2016, Vol. 87 Issue 5, p1627-1645. 19p. 6 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+care%22">Child care</searchLink><br /><searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=118440353
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        Value: 10.1111/cdev.12551
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 1627
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Child care
        Type: general
      – SubjectFull: Head Start programs
        Type: general
      – SubjectFull: Toddlers
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      – SubjectFull: Preschool children
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      – SubjectFull: Reading
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      – SubjectFull: Mathematics
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      – SubjectFull: Child development
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      – SubjectFull: Early intervention (Education)
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            NameFull: Loeb, Susanna
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            – D: 01
              M: 09
              Text: Sep/Oct2016
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