@article{ref1,
title="Center-based early care and education and children's school readiness: do impacts vary by neighborhood poverty?",
journal="Developmental psychology",
year="2018",
author="Morrissey, Taryn W. and Vinopal, Katie",
volume="54",
number="4",
pages="757-771",
abstract="Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ≈ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American Community Survey, this article examines associations between center-based ECE participation, neighborhood poverty, and children's academic skills and behavior at kindergarten entry. <br><br>FINDINGS suggest that children who attend center-based care in the year prior to kindergarten show higher math and reading scores across neighborhood contexts. <br><br>RESULTS provide limited evidence that neighborhood poverty moderates the associations between either Head Start or other types of center-based ECE participation and children's outcomes at kindergarten, with children in moderate-high poverty neighborhoods showing stronger positive associations between who participated in Head Start or center care participation and math and reading scores, respectively, compared to those participating in low-poverty neighborhoods. Research and policy implications are discussed. (PsycINFO Database Record<br><br>(c) 2017 APA, all rights reserved).<p /> <p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/dev0000470",
url="http://dx.doi.org/10.1037/dev0000470"
}