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Can center-based care reduce summer slowdown prior to kindergarten?: Exploring variation by family income, race/ethnicity, and dual language learner status

Resource Type: Reports & Papers
Author(s): McCormick, Meghan P.; Pralica, Mirjana; Guerrero-Rosada, Paola; Weiland, Christina; Hsueh, JoAnn; Condliffe, Barbara; Sachs, Jason; Snow, Catherine;
Date Issued: 2020
Description: This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: American Educational Research Journal
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Issue Number:
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Note: This resource is an online preprint (e-print) of a forthcoming article.
Topics: Children & Child Development > Child Development & School Readiness

Parent, School, & Community School Readiness/Child School Success & Performance > Transition To School

Parents & Families > Parent/Family Characteristics
Country: United States
States: MASSACHUSETTS
ISSN: 0002-8312 Paper
1935-1011 Online
Peer Reviewed: yes
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