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Boosting school readiness: Should preschool teachers target skills or the whole child?

Resource Type: Reports & Papers
Author(s): Jenkins, Jade Marcus; Duncan, Greg J.; Auger, Anamarie; Bitler, Marianne; Domina, Thurston; Burchinal, Margaret;
Date Issued: August, 2018
Description: We use experimental data to estimate impacts on school readiness of different kinds of preschool curricula -- a largely neglected preschool input and measure of preschool quality. We find that the widely-used "whole-child" curricula found in most Head Start and pre-K classrooms produced higher classroom process quality than did locally-developed curricula, but failed to improve children's school readiness. A curriculum focused on building mathematics skills increased both classroom math activities and children's math achievement relative to the whole-child curricula. Similarly, curricula focused on literacy skills increased literacy achievement relative to whole-child curricula, despite failing to boost measured classroom process quality. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.) ; National Institute of Child Health and Human Development (U.S.)
Journal Title: Economics of Education Review
Volume Number: 65
Issue Number:
Page Range: 107-125
Note: This resource is based on data from the Preschool Curriculum Evaluation Research (PCER) Initiative Study.
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: CALIFORNIA, FLORIDA, GEORGIA, NORTH CAROLINA, NEW JERSEY, NEW YORK, TENNESSEE, TEXAS, VIRGINIA
ISSN: 1873-7382 Online
0272-7757 Paper
Peer Reviewed: yes
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