What do we know about the effectiveness of head start

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Reference no: EM133412950

Question: What do we know about the effectiveness of Head Start and state pre-k? Here especially consider data from the Head Start Impact Study and Tennessee Voluntary Pre-K. what has happened to ECE quality as access has increased? describe patterns of ECE access for 9-month-olds (Child Trends reading)-what does this mean for opportunity gaps?changes in patterns of ECE access for 3- and 4-year-olds (Magnuson & Waldfogel). What does this mean for opportunity gaps? what is fadeout? -what studies have shown fadeout? what are the reasons scientists hypothesize that we can see fadeout even when we see long term outcomes? -what is structural quality? process quality? what are some examples? what is the relationship among structural quality, process quality, and child development? what are the four (or five!) features of quality we discussed in class? What is the central component in all five features? what type of quality do we often try to improve and why? Why do we NOT try to improve the other? what is regulation based policy? what sector is it used in? what is an example of a market-based policy solution? what sector would a market-based policy solution be used in? characterize early educator education/training and compensation. how does early educator training and compensation impact children and families? how does early educator training and compensation impact opportunity gaps? how much turnover is there in ECE and how does it compare across sectors and to K12?

Reference no: EM133412950

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