The cognitive and self-regulatory outcomes of 362 low-income children were compared between those who attended two years of Head Start versus those who attended one year of Head Start followed by one year of public school-based pre-k. Results showed improved cognitive skills for children who transitioned from Head Start to school-based pre-k, but no differences between groups in self-regulatory skills. This study draws on data from the Tulsa study of Early Education and Development (SEED) cohort. Authors discuss policy implications and recommendations for expanding public school-based pre-k, as well as enhancing literacy and math instruction in Head Start.
When does 1+1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills
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