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dc.contributor.authorBakken, Linda
dc.contributor.authorBrown, Nola
dc.contributor.authorDowning, Barry
dc.date.accessioned2019-05-15T17:33:11Z
dc.date.available2019-05-15T17:33:11Z
dc.date.issued2017-02-03
dc.date.issued
dc.identifier.citationLinda Bakken, Nola Brown & Barry Downing (2017) Early Childhood Education: The Long-Term Benefits, Journal of Research in Childhood Education, 31:2, 255-269, DOI: 10.1080/02568543.2016.1273285en_US
dc.identifier.issn2150-2641
dc.identifier.issn0256-8543 (print)
dc.identifier.urihttp://hdl.handle.net/10057/15836
dc.identifier.urihttp://hdl.handle.net/10057/16275
dc.descriptionThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_US
dc.description.abstractThis study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. Children who attended The Opportunity Project (TOP) Early Learning Centers in a midwestern city in the United States were matched with a like control sample from a local school system and followed from kindergarten through 4th grade. In 3rd and 4th grades, standardized state assessment outcomes for math and reading were collected on the two groups; data also were collected on discipline referrals, attendance rates, and special education placements for all grades. In the 4th grade, the TOP group scored significantly higher on math and reading tests. TOP children had significantly higher attendance rates than the control group; by the 4th grade, TOP students had significantly fewer discipline referrals. TOP students were identified for special education earlier and moved to mainstream classes sooner than the control group. Each year, teachers of TOP graduates completed questionnaires comparing TOP students to the remaining students in their classes on three social variables: appropriate behaviors, social interactions, and emotional maturity. Results indicated TOP children used significantly more appropriate behaviors, were significantly better at social interactions, and were significantly more emotionally mature than their non-TOP peers.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesJournal of Research in Childhood Education;v.31 no.2
dc.subjectAcademicsen_US
dc.subjectAttendanceen_US
dc.subjectEarly learningen_US
dc.subjectQuality preschoolen_US
dc.subjectSocial skillsen_US
dc.subjectSpecial educationen_US
dc.titleEarly childhood education: The long-term benefitsen_US
dc.typeArticleen_US
dc.rights.holderCopyright 2017 Linda Bakken, Nola Brown, and Barry Downing. Published with license byTaylor & Francis.en_US


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