COMPARED TO WHAT? VARIATION IN THE IMPACTS OF EARLY CHILDHOOD EDUCATION BY ALTERNATIVE CARE TYPE

Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care type, u...

Ausführliche Beschreibung

Bibliographische Detailangaben
Veröffentlicht in:	The Annals of Applied Statistics. - Institute of Mathematical Statistics. - 10(2016), 3, Seite 1245-1285
1. Verfasser:	Feller, Avi (VerfasserIn)
Weitere Verfasser:	Grindal, Todd, Miratrix, Luke, Page, Lindsay C.
Format:	Online-Aufsatz
Sprache:	English
Veröffentlicht:	2016
Zugriff auf das übergeordnete Werk:	The Annals of Applied Statistics
Schlagworte:	Behavioral sciences Education Social sciences Health sciences Mathematics Economics


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520			\|a Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care type, using data from the Head Start Impact Study, a large-scale randomized evaluation. To do so, we utilize a Bayesian principal stratification framework to estimate separate impacts for two types of Compilers: those children who would otherwise be in other center-based care when assigned to control and those who would otherwise be in home-based care. We find strong, positive short-term effects of Head Start on receptive vocabulary for those Compilers who would otherwise be in home-based care. By contrast, we find no meaningful impact of Head Start on vocabulary for those Compilers who would otherwise be in other center-based care. Our findings suggest that alternative care type is a potentially important source of variation in early childhood education interventions.
540			\|a Copyright © 2016 Institute of Mathematical Statistics
650		4	\|a Behavioral sciences \|x Sociology \|x Human societies \|x Social institutions \|x Families \|x Parenting \|x Child care
650		4	\|a Education \|x Formal education \|x Pedagogy \|x Grade levels \|x Early childhood education \|x Preschool education
650		4	\|a Social sciences \|x Population studies \|x Human populations \|x Persons \|x Children \|x Preschool children
650		4	\|a Health sciences \|x Medical sciences \|x Medical research \|x Clinical research \|x Clinical trials \|x Control groups
650		4	\|a Education \|x Formal education \|x Pedagogy \|x Grade levels \|x Early childhood education
650		4	\|a Mathematics \|x Applied mathematics \|x Statistics \|x Applied statistics \|x Descriptive statistics \|x Statistical sampling \|x Random allocation
650		4	\|a Behavioral sciences \|x Psychology \|x Cognitive psychology \|x Cognitive processes \|x Thought processes \|x Reasoning \|x Inference
650		4	\|a Education \|x Formal education \|x Pedagogy \|x Educational methods \|x Educational testing \|x Educational tests \|x Pretests
650		4	\|a Economics \|x Economic disciplines \|x Labor economics \|x Employment \|x Occupations \|x Medical personnel \|x Caregivers
650		4	\|a Education \|x Formal education \|x Pedagogy \|x Foundations of education \|x Educational outcomes
655		4	\|a research-article
700	1		\|a Grindal, Todd \|e verfasserin \|4 aut
700	1		\|a Miratrix, Luke \|e verfasserin \|4 aut
700	1		\|a Page, Lindsay C. \|e verfasserin \|4 aut
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773	1	8	\|g volume:10 \|g year:2016 \|g number:3 \|g pages:1245-1285
856	4	0	\|u http://www.jstor.org/stable/43956881 \|3 Volltext
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