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Does Attending Center-Based Care Prior to Kindergarten Improve Latino Children's Academic Readiness?
Peer reviewed
Direct linkAurora, Melina; Farkas, George – Early Child Development and Care, 2022
This study provides estimates for the impact of centre-based care participation during pre-kindergarten on Latino children's academic readiness skills at kindergarten-entry. Using the ECLS-K:2011 dataset, findings indicate that Latino children who participated in centre-based care during their pre-kindergarten year had significantly higher English…
Descriptors: Young Children, Child Care, Child Care Centers, Kindergarten
Download full textMorgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Li, Hui; Pun, Wik Hung; Cook, Michael – Exceptional Children, 2017
We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective--have changed over a 12-year period in the United States. Logistic regression…
Descriptors: Speech Impairments, Language Impairments, Cohort Analysis, Disproportionate Representation
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Li, Hui; Pun, Wik Hung; Cook, Michael – Grantee Submission, 2017
We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective- have changed over a 12-year period in the United States. Logistic regression…
Descriptors: African American Students, Cohort Analysis, Disproportionate Representation, Ethnicity
Bodovski, Katerina; Farkas, George – Journal of Early Childhood Research, 2007
We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergartners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent…
Descriptors: African American Students, Social Class, Achievement Gains, Mathematics Achievement
