Does One More Year Matter? Dosage Effect of the One-Village-One-Preschool Intervention in Rural China

Autor/inn/en	Chen, Si; Zhao, Chen; Chen, Chen; Wu, Zhiping; Snow, Catherine E.; Lu, Mai
Titel	Does One More Year Matter? Dosage Effect of the One-Village-One-Preschool Intervention in Rural China
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 2, S.217-242 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Si)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.2006383
Schlagwörter	Rural Areas; Poverty; Access to Education; Foreign Countries; Longitudinal Studies; Preschool Children; Elementary School Students; Academic Achievement; Early Childhood Education; Outcomes of Education; China + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg
Abstract	The One-Village-One-Preschool (OVOP) initiative aims to guarantee early childhood education (ECE) to all children in high-poverty villages in China. A challenge to policymakers is to balance expanding the scale with lengthening service duration. Following 23,775 children from preschool (4-year-old) to fourth-grade (10-year-old) in a poverty-stricken county, we found: 3-year and 2-year-OVOP groups started off the first-grade with a similar level of performance in Chinese, English, and math, lagging behind the well-resourced township-public-ECE group by 0.14 SDs. However, by the third or fourth-grade, the 3-year-OVOP group had emulated the township-public-ECE group, whereas the 2-year-OVOP group lagged by about 0.2 SDs. Our finding suggested that 1 more year in ECE for children in high-poverty-villages can counteract the long-term fade-out effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01