Title
Are Two Years Better Than One Year? A Propensity Score Analysis Of The Impact Of Head Start Program Duration On Children'S School Performance In Kindergarten
Keywords
Head Start; Program duration; Propensity scores; School performance
Abstract
Using data from a nationally representative sample, this study examined Head Start children's school outcome differences by the end of Kindergarten between children who attended Head Start program for two years and the ones who attended for one year. Propensity scores were used to match children who experienced different durations of the program on a series of demographic characteristics in order to achieve a precise estimation of the effects of program duration. The results showed that in comparison to a demographically comparable group of children who attended the Head Start program for one year, the children who experienced two years of intervention services had statistically significantly higher performance on all six academic and social outcome measures by the end of Kindergarten, which included PPVT, Woodcock-Johnson Reading Skills, Woodcock-Johnson Math Reasoning Skills, teacher-reported composite academic skills, preschool learning behaviors, and social skills. Policy and practice implications are discussed. © 2011 Elsevier Inc.
Publication Date
11-19-2012
Publication Title
Early Childhood Research Quarterly
Volume
27
Issue
4
Number of Pages
684-694
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1016/j.ecresq.2011.07.006
Copyright Status
Unknown
Socpus ID
84869075628 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84869075628
STARS Citation
Wen, Xiaoli; Leow, Christine; Hahs-Vaughn, Debbie L.; Korfmacher, Jon; and Marcus, Sue M., "Are Two Years Better Than One Year? A Propensity Score Analysis Of The Impact Of Head Start Program Duration On Children'S School Performance In Kindergarten" (2012). Scopus Export 2010-2014. 4769.
https://stars.library.ucf.edu/scopus2010/4769