Investigators: George Farkas, Margaret Burchinal, Greg Duncan, Deborah Lowe Vandell
Graduate Student Researchers: Tran Dang, Weilin Li, Erik Ruzek
Funding: U.S. Department of Education, Institute of Education Sciences
This project investigates (1) whether, and to what extent, the school readiness impacts of the type, quality, and quantity of preschool experiences vary by the level of cognitive/language and attention skills children exhibit when they begin preschool; and (2) whether the achievement gap separating children of low-income and higher income families can be substantially reduced or eliminated by high-quality preschool care alone, or whether such care must be combined with high-quality infant/toddler care.
Six data sets will be used to examine these questions:
Early Childhood Longitudinal Study-Birth Cohort
Early Head Start
Infant Health and Development Program
National Center for Early Development and Learning
National Head Start Impact Study
NICHD Study of Early Child Care and Youth Development
Key outcomes will be school readiness at about 60 months of age (measured by assessments of cognitive achievement) and learning-related behaviors (mother and teacher reports).