Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

被引：7

作者：

McCormick, Meghan P. ^{[1
]}

Pralica, Mirjana ^{[1
]}

Guerrero-Rosado, Paola ^{[2
]}

Weiland, Christina ^{[3
]}

Hsueh, JoAnn ^{[4
]}

Condliffe, Barbara ^{[1
]}

Sachs, Jason ^{[5
]}

Snow, Catherine ^{[6
]}

机构：

[1] MDRC, 200 Vesey St,23rd Floor, New York, NY 10281 USA

[2] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA

[3] Univ Michigan, Ann Arbor, MI 48109 USA

[4] MDRC, Families & Children Policy Area, New York, NY USA

[5] Boston Publ Sch Syst, Dept Early Childhood, Boston, MA USA

[6] Harvard Grad Sch Educ, Cambridge, MA USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2021年 / 58卷 / 02期

关键词：

summer learning; academic skills; preschool; kindergarten readiness; PREKINDERGARTEN PROGRAM; SCHOOL READINESS; CHILD-CARE; PRE-K; ACHIEVEMENT; GAPS; INEQUALITY; SKILLS; MATHEMATICS; EDUCATION;

D O I：

10.3102/0002831220944908

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.

引用

页码：420 / 455

页数：36