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Quality Thresholds, Features, and Dosage in Early Care and Education
Secondary Data Analyses of Child Outcomes
Margaret Burchinal (Edited by), M Burchinal (Author), Martha Zaslow (Edited by), Louisa Tarullo (Edited by), Elizabeth Votruba-Drzal (Commentaries by), Portia Miller (Commentaries by), Patricia J. Bauer (Series edited by)
9781119308669, Wiley
Paperback / softback, published 5 August 2016
316 pages
22.9 x 15.2 x 0.8 cm, 0.181 kg
The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills.
QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: SECONDARY DATA ANALYSES OF CHILD OUTCOMES I. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND 7 EDUCATION: INTRODUCTION AND LITERATURE REVIEW Martha Zaslow, Rachel Anderson, Zakia Redd, Julia Wessel, Paula Daneri, Katherine Green, Elizabeth W. Cavadel, Louisa Tarullo, Margaret Burchinal, and Ivelisse Martinez-Beck II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN 27 EARLY CARE AND EDUCATION: METHODS Margaret Burchinal, Yange Xue, Anamarie Auger, Hsiao-Chuan Tien, Andrew Mashburn, Elizabeth W. Cavadel, and Ellen Peisner-Feinberg III. TESTING FOR QUALITY THRESHOLDS AND FEATURES 46 IN EARLY CARE AND EDUCATION Margaret Burchinal, Yange Xue, Anamarie Auger, Hsiao-Chuan Tien, Andrew Mashburn, Ellen Peisner-Feinberg, Elizabeth W. Cavadel, Martha Zaslow, and Louisa Tarullo IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN 64 EARLY CARE AND EDUCATION Yange Xue, Margaret Burchinal, Anamarie Auger, Hsiao-Chuan Tien, Andrew Mashburn, Ellen Peisner-Feinberg, Elizabeth W. Cavadel, Martha Zaslow, and Louisa Tarullo V. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE 75 AND EDUCATION: DISCUSSION AND CONCLUSIONS Martha Zaslow, Margaret Burchinal, Louisa Tarullo, and Ivelisse Martinez-Beck REFERENCES 88 APPENDIX 95 ACKNOWLEDGMENTS 99 REFLECTIONS ON QUALITY AND DOSAGE OF PRESCHOOL AND CHILDREN’S DEVELOPMENT 100 Elizabeth Votruba-Drzal and Portia Miller CONTRIBUTORS 114 SUBJECT INDEX 120CONTENTS
COMMENTARY
STATEMENT OF EDITORIAL POLICY 118
Subject Areas: Sociology & anthropology [JH]
