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A question of quality: Do children from disadvantaged backgrounds receive lower quality early years education and care in England?

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  • Ludovica Gambaro
  • Kitty Stewart
  • Jane Waldfogel
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    Abstract

    This paper examines how the quality of formal early childhood education and care is associated with children's background. By using different indicators of quality, the research also explored how the relationship varies depending on the way quality is measured. The analysis combines information from three administrative datasets - the Early Years Census, the Schools Census and the Office for Standards in Education, Children's Services and Skills (Ofsted) dataset on inspections (2010-11). The results suggest that children from disadvantaged background have access to better qualified staff. However, services catering for more disadvantaged children are more segregated and receive poorer quality ratings from Ofsted, the national inspectorate.

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    File URL: http://sticerd.lse.ac.uk/dps/case/cp/CASEpaper171.pdf
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    Bibliographic Info

    Paper provided by Centre for Analysis of Social Exclusion, LSE in its series CASE Papers with number /171.

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    Date of creation: Mar 2013
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    Handle: RePEc:cep:sticas:/171

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    Web page: http://sticerd.lse.ac.uk/case/_new/publications/default.asp

    Related research

    Keywords: Early childhood; Pre-school; childcare; Quality; Disadvantaged families;

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    1. Heckman, James J. & Moon, Seong Hyeok & Pinto, Rodrigo & Savelyev, Peter & Yavitz, Adam, 2009. "The Rate of Return to the High/Scope Perry Preschool Program," IZA Discussion Papers 4533, Institute for the Study of Labor (IZA).
    2. Jane Waldfogel, 2006. "What do children need?," Public Policy Review, Institute for Public Policy Research, vol. 13(1), pages 26-34.
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