ERIC Number: EJ1032856
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Do the Effects of Head Start Vary by Parental Preacademic Stimulation?
Miller, Elizabeth B.; Farkas, George; Vandell, Deborah Lowe; Duncan, Greg J.
Child Development, v85 n4 p1385-1400 Jul-Aug 2014
Data from the Head Start Impact Study (N = 3,185, age = 3-4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains--early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random assignment to Head Start on all three outcomes, and positive associations between parental preacademic stimulation and academic performance. Two moderated effects were also found. Head start boosted early math skills the most for children receiving low parental preacademic stimulation. Effects of Head Start on early literacy skills were largest for children receiving moderate levels of parental preacademic stimulation. Implications for Head Start are discussed.
Descriptors: Early Childhood Education, Disadvantaged Youth, Program Effectiveness, Preschool Children, Parents as Teachers, Numeracy, Emergent Literacy, Receptive Language, Vocabulary, Correlation, Academic Achievement
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A