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ERIC Number: EJ1191889
Record Type: Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0012-1649
Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School
Ansari, Arya; Pianta, Robert C.
Developmental Psychology, v54 n10 p1854-1867 Oct 2018
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months of age and high-quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high-quality child care accrued from the end of preschool through age 15 only when coupled with higher quality classroom environments during the elementary school years. In contrast, the benefits of high-quality child care were no longer present when children later attended lower quality classrooms in elementary school. Taken together, these results point to the importance of continued investments in children's education throughout the first decade of life. [For the corresponding grantee submission, see ED586759.]
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Arkansas (Little Rock); California (Irvine); Kansas; Massachusetts (Boston); Pennsylvania (Philadelphia); Pennsylvania (Pittsburgh); Virginia; North Carolina; Washington (Seattle); Wisconsin (Madison)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Center for Epidemiologic Studies Depression Scale
IES Funded: Yes
Grant or Contract Numbers: R305B130013