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ERIC Number: ED514946
Record Type: Non-Journal
Publication Date: 2009
Pages: 18
Abstractor: ERIC
Reference Count: 8
The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis
Dong, Nianbo
Society for Research on Educational Effectiveness
Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric methods are used for impact analyses. Sensitivity analysis is conduced to assess the influence of hidden biases of various magnitudes. The formula of the 95% sensitivity intervals is appended. Findings reveal that children in Head Start program tend to perform statistically significantly worse than peers in center-based care in reading and math in fall kindergarten. However, the sensitivity intervals of impact estimate based on Wilcoxon signed rank test with covariance adjustment indicate that the conclusion presented is sensitive to hidden bias. Appended are: (1) References; (2) Tables and Figures; and (3) The Formula of the 95% Sensitivity Intervals. (Contains 6 tables, 6 figures and 6 footnotes.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey