Timing in Early Childhood Education: How Cognitive and Achievement Program Impacts Vary by Starting Age, Program Duration, and Time since the End of the Program. EdWorkingPaper No. 20-201

Autor/inn/en	Li, Weilin; Duncan, Greg J.; Magnuson, Katherine; Schindler, Holly S.; Yoshikawa, Hirokazu; Leak, Jimmy
Institution	Annenberg Institute for School Reform at Brown University
Titel	Timing in Early Childhood Education: How Cognitive and Achievement Program Impacts Vary by Starting Age, Program Duration, and Time since the End of the Program. EdWorkingPaper No. 20-201
Quelle	(2020), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Early Childhood Education; School Entrance Age; Time; Program Effectiveness; Cognitive Development; Academic Achievement; Preschool Education; Effect Size; Infants; Toddlers; Preschool Children; Child Development; Language Acquisition; Outcomes of Education; Cognitive Ability; Intelligence Quotient; Age Differences; Early Intervention; Student Characteristics; Racial Differences; Ethnicity; Low Income Students + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Einschulungsalter; Zeit; Kognitive Entwicklung; Schulleistung; Pre-school education; Vorschulerziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kindesentwicklung; Sprachaneignung; Spracherwerb; Lernleistung; Schulerfolg; Denkfähigkeit; Intelligenzquotient; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität
Abstract	This paper uses meta-analytic techniques to estimate the separate effects of the starting age, program duration, and persistence of impacts of early childhood education programs on children's cognitive and achievement outcomes. It concentrates on studies published before the wide scale penetration of state-pre-K programs. Specifically, data are drawn from 67 high-quality evaluation studies conducted between 1960 and 2007, which provide 993 effect sizes for analyses. When weighted for differential precision, effect sizes averaged 0.26 sd at the end of these programs. We find larger effect sizes for programs starting in infancy/toddlerhood than in the preschool years and, surprisingly, smaller average effect sizes at the end of longer as opposed to shorter programs. Our findings suggest that, on average, impacts decline geometrically following program completion, losing nearly half of their size within one year after the end of treatment. Taken together, these findings reflect a moderate level of effectiveness across a wide range of center-based programs and underscore the need for innovative intervention strategies to produce larger and more persistent impacts. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01