|
Annual cost |
Weeks p.a. |
Sessions per |
Cost per |
Ratio of _______n_______ | |
|
Nursery ______es |
2,875 |
49 |
55 |
14.74 |
3.12 |
|
Playgroups |
^922 |
^39 |
4 |
4.73 |
1.00 |
|
Private day ________ries |
4,183 |
^48 |
40 |
8.71 |
1.84 |
|
Nursery |
2,294 |
49 |
4 |
11.76 |
2.49 |
|
Integrated ______es |
6,880 |
^40 |
40 |
17.37 |
3.67 |
|
LA day |
6,205 |
^48 |
40 |
12.93 |
2.73 |
Table B Contextualised model: Benefit in terms of child attainment at start of primary
school in months of development.
|
Pre-reading |
Language |
Early number | |
|
Effect Size in months |
Effect Size in |
Effect Size in months | |
|
Nursery classes________ |
3.66 |
6.29_________________ |
3.67 ' |
|
Playgroups____________ |
2.65____________________ |
7.26_________________ |
6.29____________________ |
|
Private day nurseries |
8.21_____________________ |
9.68_________________ |
8.64____________________ |
|
Nursery schools________ |
1.90____________________ |
6.45_________________ |
5.76____________________ |
|
Integrated centres_______ |
2.15____________________ |
8.07_________________ |
7.20____________________ |
|
LA day nurseries |
3.75 |
6.45 |
4.98 |
The value added figures on child progress are shown below. Here the effects for pre-school
providers are taken with LA day nurseries as the comparison group (this group had the
smallest effects in the value added models) and are again shown in terms of months of
development.
Table C Value added model: Benefit in terms of child progress over the pre-school
period in terms of months of development. (LA day nurseries is the comparison group)
|
Pre-reading |
Language |
Early number | |
|
Effect Size in months |
Effect Size in months |
Effect Size in months | |
|
Nursery classes_________ |
3.70___________________ |
2.26________________ |
0.27___________________ |
|
Playgroups_____________ |
0.75___________________ |
2.90________________ |
2.43___________________ |
|
Private day nurseries |
3.28___________________ |
3.39_________________ |
2.22___________________ |
|
Nursery schools________ |
2.40__________________ |
2.74________________ |
3.14___________________ |
|
Integrated centres_______ |
3.03___________________ |
4.52________________ |
5.24___________________ |
The question of the effects that can be attributed to quality of pre-school provision is of interest.
Earlier, this paper gave analyses of quality and duration effects, where the quality measure is
derived from observational ratings (ECERS-E). These ratings of aspects of quality are one way
of getting a handle on this slippery topic.
81
More intriguing information
1. Alzheimer’s Disease and Herpes Simplex Encephalitis2. Skill and work experience in the European knowledge economy
3. Olive Tree Farming in Jaen: Situation With the New Cap and Comparison With the Province Income Per Capita.
4. The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education
5. The name is absent
6. The Structure Performance Hypothesis and The Efficient Structure Performance Hypothesis-Revisited: The Case of Agribusiness Commodity and Food Products Truck Carriers in the South
7. A parametric approach to the estimation of cointegration vectors in panel data
8. The name is absent
9. Survey of Literature on Covered and Uncovered Interest Parities
10. IMMIGRATION AND AGRICULTURAL LABOR POLICIES