Literaturnachweis - Detailanzeige
| Autor/inn/en | DeAngelis, Corey A.; Holmes Erickson, Heidi; Ritter, Gary W. |
|---|---|
| Titel | What's the State of the Evidence on Pre-K Programmes in the United States? A Systematic Review |
| Quelle | In: Educational Review, 72 (2020) 4, S.495-519 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (DeAngelis, Corey A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1911 |
| DOI | 10.1080/00131911.2018.1520688 |
| Schlagwörter | Preschool Education; Program Effectiveness; Mathematics Achievement; Reading Achievement; Outcomes of Education; Scores; School Readiness; State Programs; Low Income Students; Arkansas; Massachusetts (Boston); Michigan; New Jersey; New Mexico; South Carolina; Tennessee; Oklahoma (Tulsa); West Virginia |
| Abstract | We systematically examine the existing evidence and compute meta-analytic averages for the effects of scaled-up, publicly funded pre-kindergarten (pre-K) programmes in the United States on student mathematics and reading achievement. The analysis is restricted to experimental and quasi-experimental research designs with the highest internal validity. We synthesise the short-term cognitive effects of pre-K and find large positive effects of scaled-up public pre-K programmes on student pre-kindergarten test scores from seven studies. In particular, we find that the overall effect on mathematics scores is over a third of a standard deviation and the overall effect on reading scores is three-fifths of a standard deviation. More research is needed on the sustained effects of pre-K as policymakers debate whether to expand or adopt such programmes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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