@article{ref1,
title="When does 1 + 1 not equal 2? The relative advantage of public school-based pre-K versus head start for low-income children's kindergarten cognitive and self-regulatory skills",
journal="Developmental psychology",
year="2022",
author="Johnson, Anna D. and Schochet, Owen N. and Martin, Anne and Castle, Sherri and Horm, Diane and Phillips, Deborah A.",
volume="58",
number="5",
pages="848-865",
abstract="Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, because in many communities Head Start and school-based pre-k programs provide competing early education options for low-income 4-year-olds, leaving policymakers, educators, and parents wondering which pathway best promotes the mix of skills predictive of success in elementary school. Only one study-conducted prior to significant recent demographic and policy changes affecting early education and focused exclusively on cognitive outcomes-has addressed this question. We extend that work with contemporary data on 362 low-income children to assess the relative advantages for both kindergarten cognitive and self-regulatory skills of 2 years of Head Start before kindergarten versus transitioning from Head Start to school-based pre-k at age 4. The child sample was evenly split by gender and diverse in race/ethnicity (50% Hispanic/Latinx; 36% Black; 7% White). <br><br>RESULTS showed that children who transitioned after 1 year of Head Start to school-based pre-k at age 4 showed marginally higher kindergarten literacy (d =.13) and significantly greater math (d =.18) skills than children who remained in Head Start for a second year, but there were no significant differences in kindergarten self-regulatory skills. Implications for contemporary, pressing policy issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).<p /> <p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/dev0001335",
url="http://dx.doi.org/10.1037/dev0001335"
}