Table 3.
Head Start Participation and School Readiness Outcomes by Subgroup
| Early reading |
Mathematics |
Conduct problems |
||||
|---|---|---|---|---|---|---|
| Reference care | M | (SE) | M | (SE) | M | (SE) |
| Panel A. Pre-K | ||||||
| By initial cognitive ability | ||||||
| Low cognitive ability (<= −0.50SD) | 0.02 | (0.10) | 0.22* | (0.10) | −0.02 | (0.13) |
| High cognitive ability (> −0.50SD) | −0.26*** | (0.07) | −0.14* | (0.07) | 0.12 | (0.07) |
| By parental education | ||||||
| High school or less | −0.16 | (0.09) | −0.05 | (0.08) | 0.04 | (0.09) |
| More than high school | −0.19* | (0.08) | −0.14 | (0.08) | 0.05 | (0.08) |
| By number of hours in HS | ||||||
| Part-time (20 hours or less) | −0.23** | (0.07) | −0.05 | (0.07) | 0.05 | (0.07) |
| Full-time (more than 20 hours) | −0.12 | (0.07) | −0.06 | (0.06) | 0.18* | (0.08) |
| Panel B. Other center-based care | ||||||
| By initial cognitive ability | ||||||
| Low cognitive ability (<= −0.50SD) | 0.00 | (0.09) | 0.13 | (0.09) | −0.04 | (0.13) |
| High cognitive ability (> −0.50SD) | −0.07 | (0.05) | −0.08 | (0.05) | 0.10 | (0.06) |
| By parental education | ||||||
| High school or less | 0.04 | (0.07) | 0.02 | (0.07) | −0.01 | (0.08) |
| More than high school | −0.13* | (0.06) | −0.09 | (0.06) | 0.16* | (0.07) |
| By number of hours in HS | ||||||
| Part-time (20 hours or less) | −0.04 | (0.06) | −0.03 | (0.06) | −0.02 | (0.07) |
| Full-time (more than 20 hours) | 0.01 | (0.06) | −0.01 | (0.06) | 0.10 | (0.08) |
| Panel C. Other non-parental care | ||||||
| By initial cognitive ability | ||||||
| Low cognitive ability (<= −0.50SD) | 0.04 | (0.11) | 0.15 | (0.12) | 0.21 | (0.13) |
| High cognitive ability (> −0.50SD) | 0.10 | (0.07) | 0.07 | (0.07) | 0.01 | (0.09) |
| By parental education | ||||||
| High school or less | 0.08 | (0.08) | 0.10 | (0.07) | 0.12 | (0.09) |
| More than high school | 0.11 | (0.08) | 0.03 | (0.08) | 0.13 | (0.10) |
| By number of hours in HS | ||||||
| Part-time (20 hours or less) | 0.09 | (0.06) | 0.08 | (0.06) | −0.02 | (0.07) |
| Full-time (more than 20 hours) | 0.19* | (0.07) | 0.15* | (0.07) | 0.12 | (0.10) |
| Panel D. Parental care | ||||||
| By initial cognitive ability | ||||||
| Low cognitive ability (<= −0.50SD) | 0.10 | (0.08) | 0.15 | (0.09) | 0.07 | (0.09) |
| High cognitive ability (> −0.50SD) | 0.06 | (0.05) | 0.08 | (0.05) | 0.09 | (0.07) |
| By parental education | ||||||
| High school or less | 0.10* | (0.05) | 0.12* | (0.06) | 0.11 | (0.07) |
| More than high school | 0.05 | (0.08) | 0.03 | (0.07) | 0.17 | (0.09) |
| By number of hours in HS | ||||||
| Part-time (20 hours or less) | 0.04 | (0.05) | 0.06 | (0.05) | 0.06 | (0.06) |
| Full-time (more than 20 hours) | 0.12* | (0.06) | 0.11 | (0.06) | 0.19** | (0.07) |
Note. The results of expressive language, hyperactivity/inattention, and pro-social behaviors were not presented but available upon request. In Panel A, sample sizes for the low cognitive ability group were 650, 600, and 450; those for the high cognitive ability group were 1,450, 1,450, and 1,050; those for the less-educated group were 950, 950, and 700; those for the more-educated group were 1,150, 1,150, and 850; those for the part-time group were 1,650, 1,650, and 1,200; and those for the full-time group were 1,600, 1,600, and 1,150 in order of outcomes. In Panel B, sample sizes for the low cognitive ability group were 1,100, 1,100, and 800; those for the high cognitive ability group were 2,600, 2,600, and 1,900; those for the less-educated group were 1,150, 1,150, and 850; those for the more-educated group were 2,650, 2,650, and 2,000; those for the part-time group were 3,250, 3,250, and 2,450; and those for the fulltime group were 3,200, 3,200, and 2,400 in order of outcomes. In Panel C, sample sizes for the low cognitive ability group were 450, 450, and 300; those for the high cognitive ability group were 1,150, 1,150, and 800; those for the less-educated group were 950, 950, and 650; those for the more-educated group were 750, 750, and 500; those for the part-time group were 1,150, 1,150, and 850; and those for the full-time group were 1,150, 1,150, and 800 in order of outcomes. In Panel D, sample sizes for the low cognitive ability group were 700, 700, and 700; those for the high cognitive ability group were 1,600, 1,600, and 1,150; those for the less-educated group were 1,350, 1,350, and 950; those for the more-educated group were 1,050, 1,050, and 750; those for the part-time group were 1,900, 1,900, and 1350; and those for the full-time group were 1,700, 1,700, and 1,300 in order of outcomes. All reported sample sizes were rounded to the nearest 50, due to IES reporting rules. All analyses were weighted using ‘WK1R0’ and based on Model 3 that used propensity score matching, controlling for all covariates. The outcome measures were standardized to have a mean of 0 and a standard deviation of 1.
p < .05.
p < .01.
p < .001.