Browsing by Subject "early childhood"

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    Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School
    (Educational Policy, 2020-03-01) Muschkin, CG; Ladd, HF; Dodge, KA; Bai, Y
    © The Author(s) 2018. Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.
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    Making the Grade? Kindergarten Readiness In Connecticut
    (2017-05-01) DeVito, Samantha
    In Connecticut, 83% of kindergarteners attended preschool. Despite high preschool enrollment, less than half of these students enter kindergarten consistently demonstrating the language, literacy, numeracy and social skills needed for a successful transition into formal schooling. I interviewed eleven kindergarten and eight preschool teachers to examine factors that could contribute to gaps in school readiness. I compared their opinions on which skills best indicate readiness, whether their expectations have increased with the introduction of Common Core and No Child Left Behind, and whether Connecticut’s current readiness assessment accurately indicates preparedness for kindergarten. The interviews revealed that preschool and kindergarten teachers disagree on the importance of mastering academic skills before entering kindergarten. Expectations at kindergarten entry have not increased but some teachers questioned the appropriateness of the current kindergarten curriculum for certain children. The skills included on Connecticut’s current entry assessment accurately indicate preparedness for kindergarten. These findings suggest that increasing communication between preschool and kindergarten teachers could help preschool teachers align their curricula with the expectations of kindergarten teachers. Connecticut could change the cut-off date for entry into kindergarten to increase the appropriateness of the kindergarten curriculum. Furthermore, future readiness tests should incorporate skills similar to those used in the current assessment.