Child Care and Early Education Research Connections

Skip to main content

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

Share
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)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Selection into identification in fixed effects models, with application to Head Start

Reports & Papersview

Selection into identification in fixed effects models, with application to Head Start

Reports & Papersview

Year 4 report: Seattle Preschool Program evaluation

Reports & Papersview
Release: 'v1.2.0' | Built: 2022-01-05 13:45:43 EST