title: The Role of Access to Head Start and Quality Ratings for Spanish-Speaking Dual Language Learners' (DLLs) Participation in Early Childhood Education.
abstract: Data from the Head Start Impact Study (N= 4,442) 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.
authors.affiliation: University of California, Irvine.
authors.forename: Christa Mulker
authors.initials: CM
authors.lastname: Greenfader
authors.affiliation: University of California, Irvine.
authors.forename: Elizabeth B
authors.initials: EB
authors.lastname: Miller
keywords: Dual Language Learners; English language learners; Hispanic children; early childhood education; participation in Head Start; quality ratings