Are Parents’ Ratings and Satisfaction with Preschools related to Program Features?

Authors: Daniel W. Player, Daphna Bassok, Anna J. Markowitz, Michelle Zagardo

This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features.

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Within-and Between-Sector Quality Differences in Early Childhood Education and Care

Authors: Daphna Bassok, Maria Fitzpatrick, Erica Greenberg, Susanna Loeb

This study leverages nationally representative data (N ≈ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children’s reading and math skills at age 5 between those who had enrolled in formal and informal settings. 

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The Effects of Universal State Pre-Kindergarten on the Child Care Sector: The Case of Florida’s Voluntary Prekindergarten Program

Authors: Daphna Bassok, Luke Miller, Eva Galdo

Over the past two decades states have drastically increased their investments in pre-kindergarten programs. One major question about state investments in early childhood education programs is to what extent these initiatives create new child care options rather than crowd-out existing private child care options.

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