The role of access to Head Start and quality ratings for Spanish-Speaking Dual Language Learners’ (DLLs) participation in early childhood education

Year Published:

Abstract

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.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

No posts found.

About this study

AGE: Multiple Age Groups

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION: Random assignment through a lottery to Head Start.

POPULATION: Immigrants

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Moderate

TYPE OF STUDY: Impact evaluation

YEAR PUBLISHED: 2014

More STUDIES

Using culturally appropriate, trauma-informed support to promote bicultural self-efficacy among resettled refugees: A conceptual model

Resettled refugees face pressure to integrate successfully into the culture of their resettlement country within a relatively short period of time. Though successful integration is important, research has shown that ethnic identity and participation in the ethnic culture of origin play a key role in supporting the mental health of resettled refugees. This paper presents…

Working towards culturally responsive trauma-informed care in the refugee resettlement process: Qualitative inquiry with refugee-serving professionals in the United States

Trauma-informed care (TIC) approaches have gained popularity in various contexts of human services over the past decades. However, relatively little has been explored about how it is applicable and built into services for refugee populations in resettlement programs. This study explores the current status of the application of TIC in refugee-serving agencies and identifies perceived…

A multitier model of refugee mental health and psychosocial support in resettlement: Toward trauma-informed and culture-informed systems of care

Refugees endure tremendous trauma during migration and resettlement. Despite the wide range of needs and challenges refugees have, previous research on refugee mental health has concentrated on the clinical treatment of certain common mental disorders related to premigration trauma. This narrow attention creates an environment in which positive mental health and social functioning are seen…