Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

By Margaret R. Burchinal, N. Vandergrift, Robert C. Pianta, Andrew J. Mashburn. 2010

821 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/37d321fb0b198f5d500447c3940fe5ffebd88c78

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In Clinical Psychology

In Education

Citations in the corpus

Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development (2010, neutral): “Intriguingly, similar findings have been reported in an 11-state PreK evaluation that examined concurrent associations between child-care quality and academic outcomes (Burchinal et al., 2009).”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “Such an approach should focus on the home (Burchinal et al., 2010) and school contexts (including preschool; Ginsburg et al.”
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, background): “Prior work has consistently shown that higher levels of quality are linked with better outcomes for children (e.g., Burchinal et al., 2010; Mashburn et al., 2008).”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “36 Burchinal et al. (2010); Mashburn et al. (2008); Massey et al. (2008); Pence, Justice, and Wiggins (2008).”
Measuring Early Care and Education Quality (2018, background): “In contrast, more rigorous analyses of data collected at the same time yielded smaller effect sizes of .04 to .08 in National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (SECCYD) (37), and .07 to .11 in higher-quality classrooms in threshold analys”
A Course on Effective Teacher-Child Interactions (2012, background): “Effect sizes were moderate, and Instructional Support scores for the course condition were in the range that recent threshold analyses suggest are required to produce positive early academic and cognitive outcomes for children (Burchinal et al., 2010).”
Variations in the Availability and Quality of Early Childhood Education and Care by Socioeconomic Status of Neighborhoods (2016, methodology): “Higher quality interventions have been shown to produce the greatest benefits (Burchinal et al., 2010; Mashburn et al., 2008).”
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “…impact of higher teacher quality, as measured by the CLASS, on children’s learning has shown that a 1 SD increase in CLASS scores improves language outcomes by between 0.02 and 0.31 SD and math outcomes by between 0.02 and 0.34 SD (Araujo et al., 2014; Burchinal et al., 2010; Howes et al., 2008).”