Data from the Head Start Impact Study (N=4442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs.
Planning for an inclusive entrepreneurial ecosystem: COVID-19 and business resileince in underserved communities
The coronavirus (COVID-19) pandemic has had an unprecedented impact on small businesses in the United States. However, small business resilience scholarship has seldom investigated the