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

Description:

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.

Resource Type:

Reports & Papers

Author(s):

Johnson Anna D.; Schochet Owen N.; Martin Anne; Castle Sherri; Horm Diane M.; Phillips Deborah A.; Tulsa SEED Study Team

Funder(s):

Heising-Simons Foundation; Foundation for Child Development; Spencer Foundation; George Kaiser Family Foundation; University of Oklahoma. University Strategic Organization

Country:

United States

State(s)/Territories/Tribal Nation(s):

Oklahoma

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