published in: Early Childhood Research Quarterly, 2003, 18 (2), 255-270
The positive effects of early childhood programs on children's school success have been
demonstrated in the literature. However, most studies were completed in the U.S.A., where
early childhood programs vary widely, based on differing auspice, regulation, cost, and other
factors. In European countries, early childhood programs are generally far more
homogenous. This is particularly true for Germany where most programs are communitybased
Kindergartens operated under similar structural conditions. In this study we examine
the relationship between Kindergarten attendance and the 7th grade school placement of
children in West Germany, differentiating associations for the children of German citizens as
compared to those of immigrants. Using information from a representative population sample,
the German-Socio-Economic Panel (GSOEP), different models were estimated. The results
indicate that there is no significant correlation between Kindergarten attendance of children of
German citizens and children’s later school placement. However, for children in immigrant
households the reverse is true: later school placement is significantly associated with
Kindergarten attendance prior to school enrollment. Additionally, the analysis shows that
controlling for Kindergarten attendance changes the level of significance for other well-known
"school attainment determinants," such as fathers’ education and household income.
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