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The role of access to Head Start and quality ratings for Spanish-speaking Dual Language Learners' (DLLs) participation in early childhood education

Resource Type: Reports & Papers
Author(s): Greenfader, Christa Mulker; Miller, Elizabeth B.;
Date Issued: Q3 2014
Description: Data from the Head Start Impact Study (N = 4442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 29
Issue Number: 3
Page Range: 378-388
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Child Care & Early Education Quality

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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