More recently researchers have explored the impacts

Finally, correlational research shows mixed results when examining the relation between various care arrangements and early academic outcomes for Latino children. Several studies have used nationally representative data from the birth and kindergarten cohorts of the Early Childhood Longitudinal Studies (ECLS-B and ECLS-K) to examine this Rolapitant relation. One study by Crosnoe (2007) showed that after accounting for children\'s care arrangement, the gap in math scores between Mexican immigrant children and native-born White children was attenuated by almost 20%. Relative to parental care, pre-kindergarten and center-based care had the largest impact on Mexican immigrant children\'s math scores at kindergarten. However, Head Start and other-home care were not significantly associated with Mexican immigrant children\'s math scores at kindergarten, relative to parental care. Similarly, Bassok (2010) found macroevolution Head Start was associated with about one third of a standard deviation gain on the literacy measure for Latino children; however, these associations were not significant. Finally, using data from Miami-Dade County, Ansari and Winsler (2012a) found that Latino children with center-based care made greater cognitive and language gains compared to Latino children who received subsidies to attend other-home care. Children who experienced stable other-home care fared particularly poorly compared to children who experienced at least some other type of center-based care arrangement (Ansari & Winsler, 2012b).