Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or...

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Bibliographic Details
Published in:AERA open 2018-04, Vol.4 (2)
Main Authors: Nguyen, Tutrang, Jenkins, Jade Marcus, Auger Whitaker, Anamarie
Format: Article
Language:English
Subjects:
Academic readiness
At Risk Students
Classrooms
Course Content
Curricula
Early Childhood Education
Early Intervention
Educational Quality
Head Start project
Interpersonal Competence
Literacy
Low Income Students
Mathematics Skills
Preschool children
Preschool Curriculum
Preschool Education
Program Effectiveness
Public Schools
School Readiness
Student Characteristics
Verbal Ability
Vocabulary
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Summary:Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.
ISSN:2332-8584
2332-8584
DOI:10.1177/2332858418784283