Who Benefits Most From Head Start? Using Latent Class Moderation to Examine Differential Treatment Effects

Child Development

Volumn 85, Issue 6, 2014, Pages 2317-2338

  Cooper, Brittany Rhoades ^a   Lanza, Stephanie T ^b  

^a WASHINGTON STATE UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD WELFARE; COHORT ANALYSIS; CONTROLLED STUDY; EARLY CHILDHOOD INTERVENTION; ECONOMICS; FEMALE; FINANCIAL MANAGEMENT; GOVERNMENT; HUMAN; LONGITUDINAL STUDY; MALE; OUTCOME ASSESSMENT; POVERTY; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; STANDARDS; STATISTICAL MODEL; STATISTICS AND NUMERICAL DATA; UNITED STATES;

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD WELFARE; CHILD, PRESCHOOL; COHORT STUDIES; EARLY INTERVENTION (EDUCATION); FEMALE; FINANCING, GOVERNMENT; HUMANS; LONGITUDINAL STUDIES; MALE; MODELS, STATISTICAL; OUTCOME ASSESSMENT (HEALTH CARE); POVERTY; UNITED STATES; UNITED STATES DEPT. OF HEALTH AND HUMAN SERVICES;

EID: 84912067579     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12278     Document Type: Article

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