Omnibus 2 SRCD 6
in the spring of first grade.
In addition, interactions with age were tested. The absence of an interaction between a child-care variable and child age indicates that the main effect of the child-care predictor on the outcome in question was comparable from 54 months to Grade 3. When interactions with age were detected, we tested whether the association between that child-care predictor and the child developmental outcome was significant at the endpoint, namely, at third grade.
SLIDE 16: DOES EARLY CHILD CARE PREDICT CHILD OUTCOME TRAJECTORIES WHEN OTHER EARLY EXPERIENCES ARE CONTROLLED?
Three models were tested. In the first model, we controlled for site, and early child and family factors. The second model added concurrent family, school, and after-school covariates to the covariates in the initial analyses. A third set of models tested the interaction terms.
Results were so similar across the two models that only results from the analyses that included both early childhood and concurrent covariates are reported. No significant interactions were not detected, so the interaction analyses will not be discussed
SLIDE 17 DOES EARLY CHILD CARE PREDICT CHILD OUTCOME TRAJECTORIES WHEN TIME VARYING CONCURRENT FAMILY FACTORS ARE CONTROLLED?
List of primary grade covariates
SLIDE 18 EFFECTS ASSOCIATED WITH CHILD CARE QUALITY
Shown in this slide are effects associated with child care quality. The first row (labeled “CC Quality”) presents the estimated child quality coefficient, and reflects the extent to which quality is associated with the outcome in first grade. The second row (labeled “Quality x Age”) lists the estimated quality x age coefficient, and reflects the extent to which the association