Head Start's impact is contingent on alternative type of care in comparison group.
Head Start's impact is contingent on alternative type of care in comparison group.
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Head Start 的影响取决于对照组的替代护理类型。
DOI：
10.1037/a0038205
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发表时间：
2014
影响因子：
4
通讯作者：
Waldfogel,Jane
中科院分区：
文献类型：
--
作者：
Zhai,Fuhua;Brooks-Gunn,Jeanne;Waldfogel,Jane
使用数据（n= 3,790，3岁队列2,119，4岁队列1,671），来自353个启智中心的启智影响研究，启智历史上唯一的大规模随机实验，本文探讨了先行教育对儿童认知和父母报告的社会-一年级的行为结果取决于被随机分配到对照组的儿童所使用的儿童保育安排（即，父母照顾，亲属/非亲属照顾，另一个开端计划，或其他中心为基础的照顾）。采用主要的分数匹配方法，以确定儿童分配到头开始谁是类似的儿童在控制组的具体照顾安排。总体而言，结果表明，开端的影响有很大的不同，视替代性儿童保育安排。与父母照顾和亲属/非亲属照顾的儿童相比，Head Start参与者通常有更好的认知和父母报告的行为发展，Head Start的一些好处持续到一年级;相比之下，Head Start和其他基于中心的护理之间几乎没有差异。研究结果表明，对于哪些儿童来说，“头开始”是最有益的，以及“头开始”与其他基于中心的计划相比有多好。
Using data (n= 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children’s cognitive and parent-reported social-behavioral outcomes through first grade contingent on the child care arrangements used by children who were randomly assigned to the control group (ie, parental care, relative/nonrelative care, another Head Start program, or other center-based care). A principal score matching approach was adopted to identify children assigned to Head Start who were similar to children in the control group with a specific care arrangement. Overall, the results showed that the effects of Head Start varied substantially contingent on the alternative child care arrangements. Compared with children in parental care and relative/nonrelative care, Head Start participants generally had better cognitive and parent-reported behavioral development, with some benefits of Head Start persisting through first grade; in contrast, few differences were found between Head Start and other center-based care. The results have implications regarding the children for whom Head Start is most beneficial as well as how well Head Start compares with other center-based programs.
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影响因子：
2.2
作者：
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通讯作者：
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作者：
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影响因子：
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作者：
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影响因子：
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作者：
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学前班是否可以提高学校准备和表现？
DOI：
--
发表时间：
2007
期刊：
影响因子：
--
作者：
Katherine A. Magnuson;C. Ruhm;Jane Waldfogel
通讯作者：
Jane Waldfogel