Examining the Sequencing of Preschool Programs and Elementary School Types for Low-Income Children's Achievement Trajectories

• In Event: 61.042 - Impacts of Early Childhood Interventions

Abstract

In recent years, a number of significant policy initiatives have taken place in publicly funded early education, including increases in enrollment in Head Start and pre-k programs as well as elementary schools of choice (i.e., open enrollment, charter, and magnet). The present study capitalizes on nationally representative data, the Early Childhood Longitudinal Study- Kindergarten Class of 2010-2011 (ECLS-K:2011), to examine whether combinations of preschool program and elementary school types predict achievement trajectories. Low-income children’s early reading and math growth was positively associated with enrollment in center-base care, and the combination of center-based programs followed by schools of choice enrollment was associated with accelerated math growth. More negative long-term outcomes were evident for low-income children who did not attend preschool.

Authors

• Heather J. Bachman, University of Pittsburgh

• Monica Gabriel Navarro, University of Pittsburgh

• Leanne Elliott, University of Pittsburgh