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Investigating the Differential Effects of Early Child Care and Education in Reducing Gender and Racial Academic Achievement Gaps From Kindergarten to 8th Grade

By: Contributor(s): Material type: Continuing resourceContinuing resourcePublication details: Journal of Education; 2024Description: 71-91ISSN:
  • 0022-0574
Subject(s): Online resources: Summary: We used the generalized propensity score method to estimate the differential effects of five Early Child Care and Education (ECCE) experiences (Prekindergarten, Head Start, Center-based Child Care, Home-based Child Care, and Parental Care) in reducing math and reading achievement gaps between boys versus girls, Latinx versus Whites, and Blacks versus Whites. Findings revealed differential effects of ECCE in reducing gender and racial achievement gaps. However, results indicated that significant gender and racial gaps still exist despite ECCE experiences and that these gaps widen throughout the elementary and middle school years.
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Article Index Article Index Dr VKRV Rao Library Vol. 204, No. 1 Not for loan AI154

We used the generalized propensity score method to estimate the differential effects of five Early Child Care and Education (ECCE) experiences (Prekindergarten, Head Start, Center-based Child Care, Home-based Child Care, and Parental Care) in reducing math and reading achievement gaps between boys versus girls, Latinx versus Whites, and Blacks versus Whites. Findings revealed differential effects of ECCE in reducing gender and racial achievement gaps. However, results indicated that significant gender and racial gaps still exist despite ECCE experiences and that these gaps widen throughout the elementary and middle school years.

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