Is full day better than half day?: A propensity score analysis of the association between Head Start program intensity and children's school performance in kindergarten

Resource Type: Reports & Papers
Author(s): Leow, Christine S.; Wen, Xiaoli
Date Issued: February/March 2017
Description: Research Findings: This study used data from a national sample to examine differences in school outcomes at the end of kindergarten between Head Start children who attended full-day and half-day programs. Propensity scores were used to match children who experienced different intensities of the program on a series of demographic characteristics in order to achieve a more unbiased estimation of the intensity effect. Analyses were performed on 2 different age cohorts: 3-year-olds who enrolled in the program for 2 years and 4-year-olds who enrolled in the program for 1 year. The results showed that in comparison to a demographically comparable group of children who attended the Head Start half-day program, children who experienced the more intensive full-day program showed no significant differences on any of the 5 academic and social outcome measures examined. Practice or Policy: Policy and practice implications, as well as future research ideas, are discussed within this context. (author abstract)
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Journal Title: Early Education and Development
Volume Number: 28
Issue Number: 2
Page Range: 224-239
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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