Natalie L Demirjian, Austin Lever, Helena Yip
Identifying Practice Gaps Among Otolaryngology Providers for the Treatment of Chronic Cough
OTO open
decades research suggest head start public prekindergarten prek programs boost lowincome preschoolers kindergarten skills yet well understood whether relative advantages transitioning head start 1 year schoolbased public prek program year immediately kindergarten childrens developing cognitive selfregulation skills important question many communities head start schoolbased prek programs provide competing early education options lowincome 4yearolds leaving policymakers educators parents wondering pathway best promotes mix skills predictive success elementary school one studyconducted prior significant recent demographic policy changes affecting early education focused exclusively cognitive outcomeshas addressed question extend work contemporary data 362 lowincome children assess relative advantages kindergarten cognitive selfregulatory skills 2 years head start kindergarten versus transitioning head start schoolbased prek age 4 child sample evenly split gender diverse raceethnicity 50 hispaniclatinx 36 black 7 white results showed children transitioned 1 year head start schoolbased prek age 4 showed marginally higher kindergarten literacy 13 significantly greater math 18 skills children remained head start second year significant differences kindergarten selfregulatory skills implications contemporary pressing policy issues discussed psycinfo database record c 2022 apa rights reserved