[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586483-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586483-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","poverty-solutions-at-the-university-of-michigan-working-paper-series-public-preschool-in-a-more-diverse-america-implications-for-next-generation-evaluation-research","Poverty Solutions at the University of Michigan - Working Paper Series - Public preschool in a more diverse America: Implications for next-generation evaluation research","","The paper examines how increasing diversity among young children in state pre-K and Head Start programs affects distinct subgroups rather than relying only on average impacts. It prioritizes subgroup-impact questions and the processes that may explain variation, focusing on low-income children facing significant adversity, dual language learners, and children with special needs. It draws on new process-related hypotheses and ends with research recommendations identifying program features likely to be especially effective in increasingly diverse classrooms.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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effects.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper describe the direction of subgroup impacts for Head Start and pre-K?",{"text":72,"@type":64},"The paper reports that more economically disadvantaged children, dual language learners, and Spanish-speaking children experience larger short-term (and sometimes longer-term) impacts than less disadvantaged and English-proficient peers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586483,1792189219,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nPublic preschool in a more diverse America: Implications for next-generation evaluation  \nresearch  \nDeborah A. Phillips, Georgetown University, Anna D. Johnson, Georgetown University, Christina Weiland, University of Michigan, Jane E. Hutchison, Georgetown University  \nThis paper is available online at the Poverty Solutions Research Publications index at: [poverty.umich.edu/publications/working_papers](poverty.umich.edu/publications/working_papers)  \nAny opinions, findings, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect  \nthe view of Poverty Solutions or any sponsoring agency.  \nPublic preschool in a more diverse America:  \nImplications for next-generation evaluation research  \nDeborah A. Phillips, Ph.D.  \nDepartment of Psychology, Georgetown University  \nAnna D. Johnson, Ph.D.  \nDepartment of Psychology, Georgetown University  \nChristina Weiland, Ed.D.  \nSchool of Education, University of Michigan  \nJane E. Hutchison, B.A.  \nDepartment of Psychology, Georgetown University  \nAbstract  \nThe increasing diversity of young children enrolled in state pre-K and Head Start programs has prompted examination of varying impacts for identified subgroups of young children. We argue that questions of subgroup impacts and the processes that may account for them should be prioritized in future evaluations of these programs. Three subgroups at high risk of poor school performance provide the focus for our discussion: low-income children exposed to significant adversity, dual language learners, and children with special needs. We further draw upon new hypotheses regarding the kinds of processes most likely to support both short-and longer-term public preschool impacts as they apply to these subgroups. We conclude with a set of research recommendations aimed at identifying features of these programs that may render them especially effective in the context of today’s increasingly diverse classrooms of young children.  \nKey words: public preschool; low-income; dual language learners; special needs  \nPublic Preschool in a More Diverse America:  \nImplications for Next-Generation Evaluation Research  \nExaminations of short-term pre-Kindergarten (pre-K) and Head Start impacts, previously focused on overall treatment effects, are now turning to questions of variation in effects based on program features, counterfactual conditions, and child characteristics ( 1-3) . This shift coincides with evidence that the population of young children enrolled in public preschool programs (including Head Start, state pre-K programs and child care centers accepting public subsidies) has become increasingly diverse. Spanish-speaking DLL’s now constitute 23.6% of Head Start enrollments (4) and are as high as 58% to 62% of pre-K enrollments in some states (5) . As of 2014, two-thirds of children with special needs were enrolled in early childhood classrooms with at least 50% of children without disabilities (6), up from 48% in 2009. Serving low-income children has historically been the focus of public early education programs; today, 33 of 57 state pre-K programs are income targeted, as are most Head Start slots. But public preschool programs are increasingly income diverse, with low-income children more likely to be enrolled alongside their less economically disadvantaged peers than in the past (7) .  \nWe argue that efforts to address this growing diversity need to be at the forefront of the next generation of research, practice, and policy on public preschool education. The questions of for whom Head Start and state pre-K works and through what processes demand far more attention than they have received to date. While highly pertinent to the U.S. context, these questions also carry important implications for early care and education programs in other countries facing influxes of immigrants and severe economic downtur","cbCaitphBUF49PLt","https://ap.wps.com/l/cbCaitphBUF49PLt","pdf",186031,21,"English","# Abstract\n# Public Preschool in a More Diverse America\n## Variation in impacts and evaluation questions\n## Evidence on subgroup differences\n# Public Preschool and Subgroup Impacts\n## Findings from Head Start and state pre-K studies","[{\"question\":\"Which subgroups does the paper focus on when discussing public preschool impacts?\",\"answer\":\"The paper focuses on three high-risk subgroups: low-income children exposed to significant adversity, dual language learners, and children with special needs.\"},{\"question\":\"What does the paper argue should be prioritized in future evaluations of public preschool programs?\",\"answer\":\"It argues that questions about subgroup impacts and the processes that may account for them should be prioritized, rather than relying primarily on overall treatment effects.\"},{\"question\":\"How does the paper describe the direction of subgroup impacts for Head Start and pre-K?\",\"answer\":\"The paper reports that more economically disadvantaged children, dual language learners, and Spanish-speaking children experience larger short-term (and sometimes longer-term) impacts than less disadvantaged and English-proficient peers.\"}]","Poverty Solutions at the University of Michigan - Working Paper Series - Public preschool in a more diverse America: Implications for next-generation evaluation research | PDF",1792058038,53]