Child Care and Early Education Research Connections

Skip to main content

Primary early care and education arrangements and achievement at kindergarten entry

Share
Description:
This Statistical Analysis Report builds upon prior work by using the most recently available data to explore relationships between children's primary care and education arrangements the year before kindergarten and their academic skills and learning behaviors at kindergarten entry, after accounting for child and family background characteristics. In the report, ECE arrangements are classified into five groups: (1) center-based care (including day care centers, Head Start programs, preschools, prekindergartens, and other early childhood programs), (2) home-based relative care, (3) home-based nonrelative care, (4) multiple arrangements (i.e., children who spent an equal amount of time in each of two or more types of arrangements), and (5) no ECE arrangement on a regular basis (i.e., children who had no regularly scheduled care arrangement and mainly received care only from their parents). Information for this report comes from the nationally representative National Household Education Surveys Program (NHES) and the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) data collections. (author abstract)
Resource Type:
Reports & Papers
Author(s):
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.

Primary early care and education arrangements and achievement at kindergarten entry [Executive summary]

The relation of kindergarten entry skills to early literacy and mathematics achievement

Pennsylvania Kindergarten Entry Inventory cohort 2 (2015) summary report

Release: 'v1.16.1' | Built: 2022-09-26 15:52:06 EDT