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Methods that examine the extent to which the quality of children's experiences in elementary school moderate the long-term impacts of Head Start

Description:
The second goal of the HSIS is to identify the circumstances under which Head Start achieves its greatest impacts, and one possible explanation for the largely non-significant effects at the end of kindergarten and first grade has to do with the quality of children's experiences in elementary school. For example, under conditions of high quality experiences in elementary school, the early advantages for children in Head Start may be diminished because children in the control group "catch up". Alternatively, low quality experiences in elementary school may have a stronger negative impact on development for those children in Head Start compared to children in the control group, thereby, detracting from the prior gains attributed to Head Start. The purpose of this presentation is to describe the methods used to examine the extent to which the impacts of Head Start on children's cognitive and social-emotional outcomes at kindergarten, first grade, and third grade may be moderated by the quality of children's experiences during elementary school. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

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