9,123
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Jumpstart program efficacy: The impact of early childhood education advancement initiatives on low-income preschool children’s literacy, agency, and social relations

ORCID Icon & | (Reviewing editor)
Article: 1592063 | Received 04 Sep 2018, Accepted 03 Mar 2019, Published online: 31 Mar 2019

References

  • Abel, C. D., Nerren, J. W., & Wilson, H. E. (2015). Leaping the language gap: Strategies for preschool and head start teachers. International Journal of Child Care and Education Policy, 9, 7. Retrieved from https://doi.org/10.1186/s40723-015-0009-8
  • Avineri, N., Johnson, E., Brice‐Heath, S., McCarty, T., Ochs, E., Kremer‐Sadlik, T., … Alim, H. S. (2015). Invited forum: Bridging the “language gap”. Journal of Linguistic Anthropology, 25(1), 66–16. doi:10.1111/jola.12071
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. doi:10.1146/annurev.psych.52.1.1
  • Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5, 25–50. doi:10.2307/1602366
  • Barnett, W. S. (2002). Early childhood education. In A. Molnar (Ed.), School reform proposals: The research evidence (pp. 1–26). Greenwich, CT: Information Age Publishing.
  • Barton, L. R., Spiker, D., & Williamson, C. (2012). Characterizing disability in head start programs: Not so clearcut. Early Childhood Research Quarterly, 27(4), 596–612. doi:10.1016/j.ecresq.2012.04.002
  • Bitler, M. P., Hoynes, H. W., & Domina, T. (2014). Experimental evidence on distributional effects of Head Start (No. w20434). National Bureau of Economic Research.
  • Blank, H., Schulman, K., & Ewen, D. (1999). Key facts: Essential information about child care, early education, and school-age care. Washington, DC: Children’s Defense Fund.
  • Bloom, H. S., & Weiland, C. (2015). Quantifying variation in Head Start effects on young children’s cognitive and socio-emotional skills using data from the National Head Start impact Study. Manpower Demonstration Research Corporation.
  • Brock, T. (2010). Young adults and higher education: Barriers and breakthroughs to success. The Future of Children, 20, 109–132. doi:10.1353/foc.0.0040
  • Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7, 55–71. doi:10.2307/1602387
  • Burchinal, M. R., Campbell, F. A., Brayant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low‐income African American families. Child Development, 68(5), 935–954. doi:10.1111/j.1467-8624.1997.tb01972.x
  • Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early childhood investments substantially boost adult health. Science, 343(6178), 1478–1485. doi:10.1126/science.1248429
  • Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42–57. doi:10.1207/S1532480XADS0601_05
  • Campbell, F. A., Wasik, B., Pungello, E., Burchinal, M., Barbarin, O., & Ramey, C. (2008). Young adult outcomes of the Abecedarian and CARE early childhood educational interventions. Early Childhood Research Quarterly, 23(4), 452–466. doi:10.1016/j.ecresq.2008.03.003
  • Carpendale, J., & Lewis, C. (2006). How children develop social understanding. Carlton, Australia; Oxford, UK; MA, USA: Blackwell.
  • Cochran-Smith, M. (2004). The problem of teacher education. Journal of Teacher Education, 55, 295–299. doi:10.1177/0022487104268057
  • Corsaro, W. A. (2005). Collective action and agency in young children’s peer cultures. In J. Qvortup (Ed.), Studies in modern childhood: Society, agency, culture (pp. 231-247). Basingstoke: Palgrave Macmillan.
  • Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15(2), 213–238. doi:10.1257/jep.15.2.213
  • DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early childhood. New York: Teachers College Press.
  • Duncan, G. J., Morris, P. A., & Rodrigues, C. (2011). Does money really matter? Estimating impacts of family income on young children’s achievement with data from random- assignment experiments. Developmental Psychology, 47(5), 1263. doi:10.1037/a0023875
  • Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education (No. w21766). National Bureau of Economic Research.
  • Feagans, L. V., Fendt, K., & Farrn, D. C. (1995). The effects of day care intervention on teacher’s ratings of the elementary school discourse skills in disadvantaged children. International Journal of Behavioral Development, 18(2), 243–261. doi:10.1177/016502549501800204
  • Gamoran, A. (2001). American schooling and educational inequality: A forecast for the 21st century. Sociology of Education, 74, 135–153. doi:10.2307/2673258
  • Garces, E., Thomas, D., & Currie, J. (2002). Longer-term effects of Head Start. American Economic Review, 92(4), 999–1012. doi:10.1257/00028280260344560
  • Garcia, E. (June 17, 2015). Inequalities at the starting gate. Cognitive and noncognitive sills gaps between 2010-2011 kindergarten classmates. Economic Policy Institute. Retrieved from https://www.epi.org/publication/inequalities-at-the-starting-gate-cognitive-and-noncognitive-gaps-in-the-2010-2011-kindergarten-class/
  • Garcia, E., & Weiss, E. (2017). Education inequalities at the school starting gate [Economic Policy Institute]. Retrieved from https://www.epi.org/publication/education-inequalities-at-the-school-starting-gate/
  • Grant, A., & Shannon, L. (2015). An evaluation of jumpstart: Effects on preschool-age children in California. Retrieved from https://www.jstart.org/wp-content/uploads/2017/01/FR_JumpstartforYoungChildrenInc_PreschoolAgeChildrenCalifornia_2015.pdf
  • Harris, S., & Berk, L. (2011, March). Impact of individualized, supplementary preschool intervention on literacy, school readiness, and socio-emotional skills. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.
  • Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9.
  • HighScope. (2018, November 5). HighScope preschool curriculum. Retrieved from https://highscope.org/preschool
  • Immekus, J. C. (2011). The psychometric properties of the Jumpstart School Success Checklist: Testing item- and score- level equivalency across sex and program samples (Unpublished manuscript). California State University, Fresno.
  • Ingersoll, R. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis. Retrieved from http://www.cpre.org/sites/default/files/researchreport/796_outoffield-ri-01-2002.pdf
  • Jumpstart. (2018). 2014-15 Program year national evaluation report. Retrieved from https://www.jstart.org/wp-content/uploads/2016/12/FY15_NationalEvaluation_ExecutiveSummary.pdf
  • Kim, J. H., & Taylor, K. A. (2008). Rethinking alternative education to break the cycle of educational inequality and inequity. The Journal of Educational Research, 101(4), 207–219. doi:10.3200/JOER.101.4.207-219
  • Klebanov, P., & Brooks-Gunn, J. (2006). Cumulative, human capital, and psychological risk in the context of early intervention: Links with IQ at ages 3, 5, and 8. Annals of the New York Academy of Sciences, 1094, 63–82. doi:10.1196/annals.1376.007
  • Klebanov, P. K., Brooks‐Gunn, J., McCarton, C., & McCormick, M. C. (1998). The contribution of neighborhood and family income to developmental test scores over the first three years of life. Child Development, 69(5), 1420–1436.
  • Kober, N. (2001). It takes more than testing: Closing the achievement gap. [A Report of the center on education policy]. Retrieved from https://eric.ed.gov/?id=ED454358.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. doi:10.3102/0013189X035007003
  • Lamb, M. E. (1998). Nonparental child care: Context, quality, correlates and consequences. In W. Damon, I. E. Sigel, & K. A. Renninger (Eds.), Handbook of child psychology: Child psychology in practice (pp. 73–133). Hoboken, NJ: John Wiley & Sons Inc.
  • Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
  • Leseman, P. (2002, June). Early childhood education and care for children from low-income or minority backgrounds. In a paper for discussion at the OECD Oslo Workshop, Retrieved from http://www.oecd.org/education/school/1960663.pdf
  • Loeb, S. (2007). Race, SES and achievement gaps. Section Editor. In H. F. Ladd & E. B. Fiske (Eds.), Handbook of research in education finance and policy (pp. 489-545). New York, NY: Routledge Press.
  • Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596. doi:10.1037/0012-1649.36.5.596
  • Magnuson, K. A., Meyers, K. M., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115–157. doi:10.3102/00028312041001115
  • McCoy, D. C., Connors, M. C., Morris, P. A., Yoshikawa, H., & Friedman-Krauss, A. H. (2015). Neighborhood economic disadvantage and children’s cognitive and social-emotional development: Exploring Head Start classroom quality as a mediating mechanism. Early Childhood Research Quarterly, 32, 150–159. doi:10.1016/j.ecresq.2015.04.003
  • Miller, E. B., Farkas, G., & Duncan, G. J. (2016). Does Head Start differentially benefit children with risks targeted by the program’s service model? Early Childhood Research Quarterly, 34, 1–12. doi:10.1016/j.ecresq.2015.08.001
  • Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014). Do the effects of head start vary by parental preacademic stimulation? Child Development, 85(4), 1385–1400. doi:10.1111/cdev.12233
  • Miller, P. J., & Sperry, D. E. (2012). Déjà vu: The continuing misrecognition of low-income children’s verbal abilities. In S. G. Fiske & H. R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp. 109–130). New York, NY: Russell Sage Foundation.
  • National Assessment of Educational Progress (NAEP). (2018). The nation’s report card. Retrieved from https://www.nationsreportcard.gov/reading_math_2015/#?grade=4
  • Office of Head Start (2018). Retrieved from https://www.acf.hhs.gov/ohs.
  • Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109.
  • Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In R. Murnane & G. Duncan (Eds.), Whither opportunity? Rising inequality and the uncertain life chances of low-income children (pp.91-116) New York: Russell Sage Foundation.
  • Reardon, S. F. (2016). School segregation and racial academic achievement gaps. Russell Sage Foundation Journal of the Social Sciences, 2(5), 34–37. doi:10.7758/RSF.2016.2.4.02
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A., & White, B. A. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, (1203618). doi:10.1126/science.1203618
  • Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. JAMA, 285(18), 2339–2346.
  • Ross, C. E., & Wu, C. L. (1995). The links between education and health. American Sociological Review, 60, 719–745. doi:10.2307/2096319
  • Shager, H. M., Schindler, H. S., Magnuson, K. A., Duncan, G. J., Yoshikawa, H.,& Hart, M. D. (2013). Can research design explain variation in Head Start research results? A meta-analysis of cognitive and achievement outcomes.Educational Evaluation and Policy Analysis, 35(1), 76–95.
  • Snyder, T. D., & Dillow, S. A. (2012). Digest of Education Statistics, 2011. NCES 2012-001. National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2012/2012001.pdf
  • Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2009). Digest of education statistics 2008 (NCES 2009-020). Washington, DC: National Center for Education Statistics, Insitute of Education Sciences, & U. S. Department of Education.
  • Sperry, D. E., Sperry, L. L., & Miller, P. J. (2018). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 1–16. doi:10.1111/cdev.13072
  • Steele, C. M. (1999, August). Thin ice: “Stereotype threat” and Black college students. Atlantic Monthly, 284, 44–47, 50–54.
  • Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943–953. doi:10.1177/0956797613518349
  • Sulaiman, A., & Mohezar, S. (2006). Student success factors: Identifying key predictors. Journal of Education for Business, 81(6), 328–333. doi:10.3200/JOEB.81.6.328-333
  • Sylva, K., Melhuish, E., Sammons, P., Sirai-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Findings from pre-school to end of key Stage 1. Retrieved from http://dera.ioe.ac.uk/8543/7/SSU-SF-2004-01.pdf
  • Thomas, P. (November 10, 2014). Stop blaming poor parents for their children’s limited vocabulary. Washington Post, Retrieved from https://www.washingtonpost.com/posteverything/wp/2014/11/10/stop-blaming-poor-zparents-for-their-childrens-limited-vocabulary/?utm_term=.cde0e4b0d143
  • U.S. Department of Health and Human Services, Administration for Children and Families. (2010). Head start impact study. Final report. Washington, DC.
  • Winkleby, M. A., Jatulis, D. E., Frank, E., & Fortmann, S. P. (1992). Socioeconomic status and health: How education, income, and occupation contribute to risk factors for cardiovascular disease. American Journal of Public Health, 82(6), 816–820.
  • Yen, S. C., Herbst, K., Jaffry, S., Mena, V., & Perez, L. (2016). The impact of Jumpstart program on college students’ civic engagement, understanding of developmentally appropriate ECE practices, and leadership/professional development. Poster presented at the Western Psychological Association Convention, April 28th –May 1st, 2016, Long Beach, CA.
  • Zeichner, K. M. (2002). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers College Record, 105(3), 490–511. doi:10.1111/1467-9620.00248