Long-term effects of Head Start on academic and school outcomes of children in persistent poverty: Girls vs. boys

Joo, Myungkook

doi:10.1016/j.childyouth.2010.01.018

Cited by 16 publications

(20 citation statements)

References 24 publications

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“…6 This analysis provides suggestive evidence that differential changes in parenting practices by child gender may partially explain some of the gender differences in the negative effects of access to child care on developmental outcomes for girls only. 7 These finding reinforces recent evidence presented in Joo (2010) and Gelber and Isen (2013), who each document the importance of home learning environments in explaining future outcomes, and may have significant policy implications. 8 After all, recent research by Baker and Milligan (2016) has clearly shown that North American boys and girls receive different home inputs which may explain approximately half of the gender gaps in educational outcomes.…”

Section: Introductionsupporting

confidence: 70%

“…8 Specifically, evidence in Joo (2010) suggests that home environments early in life are more consistent and significant determinants of children's long-term outcomes than are early childhood care and education programs including Head Start. Gelber and Isen (2013) present convincing evidence that a significant portion of the positive effects of Head Start on child outcomes derive from changes in parental investment in their children.…”

Section: Introductionmentioning

confidence: 99%

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Does Quebec's Subsidized Child Care Policy Give Boys and Girls an Equal Start?

Kottelenberg¹,

Lehrer

2017

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Although an increasing body of research promotes the development of universal early education and care programs, little is known about the extent to which these programs affect gender gaps in academic achievement and other developmental outcomes. Analyzing the introduction of universal highly-subsidized child care in Quebec, we first demonstrate that there are no statistically significant gender differences in the average effect of access to universal child care on child outcomes. However, we find substantial heterogeneity in policy impacts on the variance of developmental and behavioural scores across genders. Additionally, our analysis reveals significant evidence of differential parenting practices by gender in response to the introduction of the policy. The analysis is suggestive that the availability of subsidized child care changed home environments disproportionately and may be responsible for the growing gender gaps in behavioural outcomes observed after child care is subsidized.Résumé. Est-ce que la politique de garderies subventionnées du Québec donne aux garçons et aux filles un avantage de départégal? Même si un corpus de recherches croissant promeut le développement de programmes universels de garderies et Corresponding author: Steven F. Lehrer, lehrers@queensu.caWe would like to thank two anonymous reviewers, one of the co-editors (Baker), Habiba Djebbai, Jessica Pan, Aloysius Siow, Eugenia Toma and seminar participants at the

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Section: Introductionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Does Quebec's Subsidized Child Care Policy Give Boys and Girls an Equal Start?

Kottelenberg¹,

Lehrer

2017

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“…That said, we think it is telling that two programs that were not included in our meta-analysis because the studies were published or widely circulated after 2007 yielded results that support our findings of ECE programs generally favoring boys in terms of other school outcomes (Deming, 2009; Ou & Reynolds, 2010). The findings for post-2007 studies that analyze gender with respect to program impacts on cognitive or achievement outcomes, however, is a bit more mixed, with some studies favoring boys (Deming 2009; Hill et al, 2012) and other favoring some subgroups of girls (Joo, 2010) or finding no gender differences (Vandell et al, 2010; Weiland & Yoshikawa, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Again, this pattern suggests that, in general, gender impacts are analyzed as one of several potential subgroups, rather than selectively chosen. Finally, it is worth noting that after our cut-off publication date of 2007, a handful of reports analyzing gender differences for programs in the ECE database were published or circulated (Deming, 2009; Joo, 2010; Ou & Reynolds, 2010; Vandell et al, 2010).…”

Section: Meta-analytic Datamentioning

confidence: 99%

Do the effects of early childhood education programs differ by gender? A meta-analysis

Magnuson

Kelchen

Duncan

et al. 2016

Early Childhood Research Quarterly

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A meta-analysis was conducted to examine gender differences in the effects of early childhood education programs on children's cognitive, academic, behavioral, and adult outcomes. Significant and roughly equal impacts for boys and girls on cognitive and achievement measures were found, although there were no significant effects for either gender on child behavior and adult outcomes such as employment and educational attainment. Boys benefited significantly more from these programs than girls on other school outcomes such as grade retention and special education classification. We also examined important indicators of program quality that could be associated with differential effects by gender.

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“…It is long known that overcrowding can lead to autonomic and neuroendocrine dysregulation, and contemporary work tends to confirm the negative effect of this on cognitive and emotional development (Evans, 2006). In fact a long-term evaluation of early childhood care and education programs in the USA found that, while Head Start participation was associated with higher reading and math skills through the school years (in girls), the home environment had a larger impact (Joo, 2010).…”

Section: B Early Influences On Cognitive and Emotional Developmentmentioning

confidence: 99%

A Life Course Approach to the Development of Mental Skills

Richards

Hatch

2011

The Journals of Gerontology Series B: Psychological Sciences an

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A wide variety of factors across the life course jointly influence cognitive and emotional development. Indeed, research from a variety of disciplines strongly suggests that cognition and mental health are intertwined across the life course, by their common antecedents and underlying physiology in development and in their interplay across adult and later life. We suggest that cognitive and socioemotional function fuse to form skills for life supporting self-regulation, competence, and quality of life that persist into later life through linked reciprocal processes of genetic influence, nurturing, schooling, work, and lifestyle.

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Long-term effects of Head Start on academic and school outcomes of children in persistent poverty: Girls vs. boys

Cited by 16 publications

References 24 publications

Does Quebec's Subsidized Child Care Policy Give Boys and Girls an Equal Start?

Does Quebec's Subsidized Child Care Policy Give Boys and Girls an Equal Start?

Do the effects of early childhood education programs differ by gender? A meta-analysis

A Life Course Approach to the Development of Mental Skills

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