000			01482nas a2200229Ia 4500
008			240802c99999999xx |||||||||||| ||und||
022			_a0022-0574
100			_aDong, Nianbo _9119542
245		0	_aInvestigating the Differential Effects of Early Child Care and Education in Reducing Gender and Racial Academic Achievement Gaps From Kindergarten to 8th Grade
260			_bJournal of Education
260			_c2024
300			_a71-91
520			_aWe 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.
650			_a Differential Effects _9119543
650			_a Early Care and Childhood Education _9119544
650			_a Generalized Propensity Score _9119545
650			_aAcademic Achievement Gaps _9119546
700			_a Bulus, Metin _9119547
700			_a Curenton, Stephanie M. _9119548
700			_a Ibekwe-Okafor, Nneka _9119549
856			_uhttps://doi.org/10.1177/00220574221104979
999			_c133501 _d133501