Latent Class Analysis of Time in Early Education and Care

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

Early childhood education and care covers many types of experiences and it is likely that children spend time in multiple types of care and transition from one type of care to another with some fluidity between ages 0 to 5. By conducting a latent class analysis, we can determine if such pathways can be reliably identified. Previous work has not examined the idea of pathways, but instead has focused on the age of entry into early education as an indicator of later outcomes. Our study of 2404 students from 25 schools identifies five distinct pathways through early education and care. Additionally, we find evidence that certain pathways predict higher levels of relational aggression and lower levels of school liking.

Authors

• Nathan Helsabeck, The Ohio State University - Columbus

• Jessica Logan, The Ohio State University - Columbus