The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.

Abstract

This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school, primarily as 8th graders. Using ordinary least squares and logistic regressions with a rich set of controls and propensity score weighting models to account for differential selection into Head Start, we compared students who had attended the CAP Head Start program and enrolled in the Tulsa Public Schools (TPS) as kindergarteners with children who also attended TPS kindergarten but had attended neither CAP Head Start nor the TPS pre-K program as 4-year-olds. CAP Head Start produced significant positive effects on achievement test scores in math and on both grade retention and chronic absenteeism for middle-school students as a whole; positive effects for girls on grade retention and chronic absenteeism; for white students on math test scores; for Hispanic students on math test scores and chronic absenteeism, and for students eligible for free lunches on math test scores, grade retention, and chronic absenteeism. We conclude that the Tulsa CAP Head Start program produced significant and consequential effects into the middle school years. (PsycINFO Database Record

The Effects of Tulsa's Pre‐K Program on Middle School Student Performance

“…Overall, our findings parallel similar findings for the CAP of Tulsa County Head Start program, which also receives funding under Oklahoma's UPK program (Phillips, Gormley, & Anderson, ). Like the TPS pre‐K program, CAP's Head Start program yields persistent gains in math and a reduction in grade retention.…”

“…We excluded Head Start alumni from our present study, using data from the Community Action Project of Tulsa County. We regard Tulsa Head Start students as their own treatment group and have reported on their middle school outcomes in another paper (Phillips, Gormley, & Anderson, ). We excluded 359 Head Start alumni when analyzing state data and 277 Head Start alumni when analyzing local data.…”

Expanding perspectives: A social inequities lens on intimate partner violence, reproductive justice, and infant mental health

“…Educational attainment is associated with several policyand program-level factors that are inconsistently applied across schools, including areas such as academic support and behavioral interventions (for a review, see Chappell et al, 2015). Even for very young children, school characteristics and the availability of quality preschools varies (U.S. Department of Education's Office for Civil Rights, 2014), despite developmental and health benefits (Gormley, Phillips, Newmark, Welti, & Adelstein, 2011) and the association with better math performance and school attendance later in life (Phillips, Gormley, & Anderson, 2016). Pointing to another area of concern, the U.S. Department of Education's (2014) report highlighted pervasive racial disparities in suspension.…”

A fonológiai tudatosság technológiai alapú mérése 5-8 éves gyermekek körében

“…Számos tanulmány bizonyította, hogy nyelvi készségek közül a fonológiai tudatosság meghatározó szerepet tölt be az olvasás elsajátításában (Hsuan, Tsai & Stainthorp, 2018;Ruan, Georgiou, Song, & Shu, 2018;Tibi & Kirby, 2018;. A korai életkorban, óvodáskorban mért fonológiai tudatosság prediktív ereje mind a későbbi olvasási, mind a szövegértési képesség fejlődése kapcsán meghatározó (Lonigan, Burgess, & Anthony, 2000;Phillips, Gormley, & Anderson, 2016;Stanley, Petscher, & Catts, 2018;Ziegler & Goswami, 2005). A fonológiai tudatosságot a kutatók többsége gyűjtőfogalomnak tekinti (pl.…”