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Area of Science:

  • Early Childhood Education
  • Educational Psychology
  • Public Health Interventions

Background:

  • Sequential research designs (pilot, efficacy, effectiveness, scale-up) inform intervention adoption.
  • Previous studies demonstrated robust positive effects of Pre-K Mathematics on children's math ability.

Purpose of the Study:

  • To evaluate the state-level effectiveness of the Pre-K Mathematics intervention.
  • To determine if the intervention maintains efficacy in a large, heterogeneous sample of pre-kindergarten programs.
  • To develop a framework explaining potential decreases in effect size during scale-up.

Main Methods:

  • Cluster randomized controlled trial at the state level.
  • Inclusion of diverse pre-kindergarten programs representing low-income families in California.
  • Comparison of causal estimates from the current study with earlier, smaller-scale studies.

Main Results:

  • Pre-K Mathematics remained effective at the state level, yielding statistically significant positive effects (Effect Size = .30, p < .01).
  • Effect sizes decreased compared to earlier studies, consistent with the developed scale-up framework.
  • The framework helps explain variations in intervention effectiveness across different scales of implementation.

Conclusions:

  • The Pre-K Mathematics intervention is effective for large-scale implementation in diverse early childhood settings.
  • The study provides a framework for understanding and predicting changes in intervention effectiveness during scale-up.
  • Findings have significant implications for assessing the external validity of educational interventions and informing policy decisions.