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Are content-specific curricula differentially effective in Head Start or state prekindergarten classrooms?

Version
V0
Resource Type
Dataset
Creator
  • Nguyen, Tutrang (University of Virginia)
Publication Date
2020-05-25
Funding Reference
  • Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health
    • Award Number: P01-HD065704
Description
  • Abstract

    Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.
Availability
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Update Metadata: 2020-05-26 | Issue Number: 1 | Registration Date: 2020-05-26

Nguyen, Tutrang (2020): Are content-specific curricula differentially effective in Head Start or state prekindergarten classrooms?. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E119612