Head Start program quality: Examination of classroom quality and parent involvement in predicting children's vocabulary, literacy, and mathematics achievement trajectories

    Authors

    X. L. Wen; R. J. Bulotsky-Shearer; D. L. Hahs-Vaughn;J. Korfmacher

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Early Childhood Res. Q.

    Keywords

    Head Start; Parent involvement; Classroom quality; Academic growth; PRE-KINDERGARTEN PROGRAMS; LOW-INCOME CHILDREN; FAMILY INVOLVEMENT; AFRICAN-AMERICAN; DEVELOPMENTAL TRAJECTORIES; COGNITIVE-DEVELOPMENT; ACADEMIC-ACHIEVEMENT; SCHOOL INVOLVEMENT; EARLY INTERVENTION; CARE; QUALITY; Education & Educational Research; Psychology, Developmental

    Abstract

    Guided by a developmental-ecological framework and Head Start's two-generational approach, this study examined two dimensions of Head Start program quality, classroom quality and parent involvement and their unique and interactive contribution to children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start through the end of first grade. The study is a secondary data analysis of FACES 1997, a national descriptive study of Head Start children, families, and programs. The piecewise 3-level growth curve model suggested that Head Start children demonstrated positive academic growth trajectories over time, with vocabulary and literacy skills showing more rapid growth in Head Start years than in later grades. Younger children consistently showed more rapid growth than older children, especially during kindergarten and first grade. Head Start classroom quality and parent involvement uniquely and interactively predicted children's academic growth across time, but in rather complex ways. (C) 2012 Elsevier Inc. All rights reserved.

    Journal Title

    Early Childhood Research Quarterly

    Volume

    27

    Issue/Number

    4

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    640

    Last Page

    653

    WOS Identifier

    WOS:000312176400007

    ISSN

    0885-2006

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