The Impact of Early Childhood Education on Early Achievement Gaps PDF Download
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Languages : en
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This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
Author: Haeil Jung
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Book Description
This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
Author:
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Languages : en
Pages :
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Book Description
Abstract : This study assesses whether the Indonesia Early Childhood Education and Development (ECED) project had an impact on early achievement gaps as measured by an array of child development outcomes and enrolment. First, using a fixed-effects model with a difference-in-difference estimator that compares children in project villages with those in non-project villages, we find that the positive impacts are concentrated among poor children. Second, extending our fixed-effects model, we also find that the achievement gap between richer and poorer children in project villages decreased on many dimensions compared with the achievement gap in non-project villages.
Author: Linda M. Zane
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 245
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Book Description
Author: Cristina Gillanders
Publisher: Spotlight on Young Children
ISBN: 9781938113413
Category : Education
Languages : en
Pages : 144
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Book Description
A collection of YC articles that highlights advancing equity and diversity in early childhood education. Tied to the forthcoming position statement on equity and diversity, this collection includes articles focused on self-reflection to recognize implicit biased, strategies to create equitable learning opportunities for all children, and advocacy.
Author: Iheoma U. Iruka
Publisher: Emerald Group Publishing
ISBN: 1787142582
Category : Education
Languages : en
Pages : 343
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Book Description
This book presents both the challenges and opportunities that exist for addressing the critical needs of black children, who have been historically underserved in the U.S. education system.
Author: Jeanne Marie Iorio
Publisher: Springer
ISBN: 1137485124
Category : Education
Languages : en
Pages : 365
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Book Description
This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
Author: Bruce Bradbury
Publisher: Russell Sage Foundation
ISBN: 1610448480
Category : Social Science
Languages : en
Pages : 224
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Book Description
The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them. Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school. The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K. With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
Author: Rosalind Horowitz
Publisher: Routledge
ISBN: 1317699726
Category : Language Arts & Disciplines
Languages : en
Pages : 399
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Book Description
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Author: Samuel L. Odom
Publisher: Guilford Press
ISBN: 1462504957
Category : Social Science
Languages : en
Pages : 402
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Book Description
Identifying factors related to poverty that affect infants, toddlers, and their families, this book describes promising early child care and intervention practices specifically tailored to these children and families' needs. Leading authorities from multiple disciplines present cutting-edge research and discuss the implications for practice and policy. Contributors review salient findings on attention, memory, language, self-regulation, attachment, physical health, family processes, and culture. The book considers the strengths and limitations of existing early intervention services for diverse populations and explores workable ways to improve them.
