Affiliation:
1. The Ohio State University
2. Iowa State University
Abstract
The current study investigated the prevalence and outcomes related to Head Start (HS) children’s dual enrollment in state-funded prekindergarten (state Pre-K) using a secondary analysis of a statewide integrated administrative dataset (N = 2,986). It also explored whether a program partnership between HS and the local school district (within the same geographic service area) was associated with HS children’s higher enrollment in Pre-K. Findings showed that over half of the children attending HS additionally participated in Pre-K. Such dual enrollment, which reflects more daily hours of center-based early care and education, predicted higher teacher-reported school readiness skills, including cognitive, language, literacy, math, physical, and social-emotional skills. The rate of HS children’s dual enrollment was higher when their HS grantee had a stronger partnership with the local school district. Our findings highlight the importance of systematic efforts to maximize the utilization of ECE-allocated resources for low-income children.
Funder
Administration for Children and Families
Reference78 articles.
1. Administration for Children and Families (ACF). (2016a). Early childhood development interagency coordination. https://www.acf.hhs.gov/early-childhood-development-interagency-coordination-0
2. Administration for Children and Families (ACF). (2016b). Head Start performance standards. https://www.federalregister.gov/documents/2016/09/06/2016-19748/head-start-performance-standards
3. Administration for Children and Families (ACF). (2020). Secretarial determination to lower Head Start center-based service duration requirements. https://www.federalregister.gov/documents/2020/01/30/2020-00635/secretarial-determination-to-lower-head-start-center-based-service-duration-requirements
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