1. Objectifs

Intentions :
The objective of this paper is «to investigate the long-term associations between the use of ECE [early care and education] and high school graduation while considering the sex of the child and the socioeconomic status of the parents as moderators.» (p. 1)

2. Méthode

Échantillon/Matériau :
«Data from the Quebec Longitudinal Study on Child Development (QLSCD) were used» (p. 3) «The chosen sample is composed of children from all geographic areas of Quebec with the exception of Northern Quebec, Cree territory, Inuit territory, and Aboriginal reserves (2.2% of all births). Within the chosen sample, 2120 families responded and participated in the first assessment when their child was 5 months old.» (p. 3)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«As expected, children from lower socioeconomic status (SES) families and boys had lower odds of graduating. The results also revealed that attending center-based ECE early (i.e., initiation between age 5 mo and 11⁄2 yrs), when compared to never attending center-based ECE, is associated with greater odds of graduating from high school for both boys and girls, regardless of family SES.» (p. 8) The «results are in line with studies that found positive associations between ECE and sociocognitive outcomes lasting well into adolescence. These results also allow us to expand on the study of Domond et al. by showing associations with high school graduation in the context of the implementation of a province-wide low-fee ECE system. This study also pertains to ECE services that are almost 20 years more recent than the ones in the study of Domond et al. The present findings generate the hypothesis that long-term effects might be dependent on the characteristics of the ECE experience. Specifically, we find positive association between ECE use and graduation rates only in the context of center-based ECE services.» (p. 8)