Session Information
09 SES 05 B, Home and School Learning Environments, Early Childhood Education and Achievement
Paper Session
Contribution
Worldwide there is an explicit emphasis on increasing access to early childhood programs and generating high quality educational experiences for children, especially for those of low-income families (OECD, 2006). Chile is not an exception in this matter. Although there has been a significant increase in access of children from low-income backgrounds to early childhood education in Chile (MIDEPLAN, 2006) - there has been little research assessing the effects of the Early Childhood Education (ECE) programs in improving these children’s academic outcomes. Therefore the evidence used in Chile to support ECE expansion policies has relied mainly on the longitudinal studies and cost effective analysis of programs developed and implemented in the United States (Pacheco, et al., 2005). Though these programs have been effective in impacting the academic outcomes of children from low income background in the U.S (Barnet, 1998, 1995; Ramey & Ramey, 2006), their applicability to Chile is questionable given the difference in the characteristics between these U.S programs and the Chilean programs[1].
The present study responds to the need for studies of Chilean programs that could inform ECCE policy in Chile. Specifically, this study aims to address the following question: How does participation in Chilean public ECCE impact academic achievement of students at fourth grade? Do children from different income quintiles benefit differently from attending public ECCE programs?
From a social justice point of view, Chile’s ECCE policies aim to work as compensatory policies (Rawls, 1971) for those born in economically disadvantaged homes. We do not know, however, if this strategy is effective in achieving its goals within the Chilean context. Barnett and Belfield (2006) raise the issue that in order to reduce educational inequities, there is a need to increase program effectiveness and not just increase access alone. In the case of Chile, we are certain that there has been an increase in access to ECCE programs; nonetheless, there is a need to assess if programs are effective in enhancing student academic outcomes.
The present study aims to contribute to this important arena by assessing the effectiveness of the Chilean public early childhood education programs in promoting children academic outcomes and consecutively in helping reduce educational outcomes’ inequalities.
Specifically, the proposed study is the first study done using Chilean data to assess the impact of public ECCE on fourth-grade academic outcomes. By using fourth-grade test scores, this study is able to assess long-term effects of ECCE in academic outcomes as research has found that from third grade on academic outcomes seem to be fairly stable predictors of future academic achievements (Alexander & Entwisle, 1988).
[1] These U.S programs and Chilean programs differ in terms of structural indicators of quality such as group size, adult: child ratio and staff qualifications.
Method
Expected Outcomes
References
Barnett, S.W., (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children 5 (3), 25-50. Campbell, F.A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37 (2), 231-242. Contreras, D., Herrera, R. & Leyton, G. (2007). Impacto de la educacion preescolar sorbre el logro educacional: Evidencia para Chile. [The impact of early childhood education on academic achievement: Evidence for Chile], Santiago, Chile: Universidad de Chile. Retrieved from http://sechi.facea.uchile.cl/pdf/regulares%20-%20sesiones/Herrera_rher.pdf. Kagan, S. L. (2009). American early childhood education: Preventing or perpetuating inequity. (Equity matters: Research review No.3), New York: Campaign for Educational Equity. Teachers College. Magnuson, K.A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance? Economics of Education Review 26, 33–51. NICHD Early Child Care Research Network (2005). Duration and developmental timing of poverty and children’s cognitive and social development from birth through third grade. Child Development, 76 (4), 795 – 810. OECD (2006) Starting Strong II: Early Childhood Education and Care. Paris: OECD Retrieved from.www.oecd.org/document/63/0,3343,en_2649_39263231_37416703_1_1_1_1,00.html Pacheco, P., Elaqua, G., & Brunner, J.J (2005). Educacion preescolar estrategia bicentenario.[Early childhood education strategies for the bicentennial] Retrieved fromwww.oei.es/inicial/politica/estrategia_bicentenario_chile.pdf. Ramey, C.T., & Ramey, S.L. (2006). Early learning and school readiness: Can early intervention make a difference? In N.F. Watt, C.C. Ayoub, R.H. Bradley, J.E. Puma, & W.A. Lebeouf (Eds.). The Crisis in Youth Mental Health: Critical Issues and Effective Programs: Vol. 4 Early Intervention Programs and Policies (pp.291-317). Westport: Praeger Press. Rawls, J. (1971). A theory of justice. Cambridge, Ma: Harvard University press.
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