了解公共学前教育课程影响的异质性
Tyler W Watts1, Jade M Jenkins2, Kenneth A Dodge3
1Teachers College, Columbia University.
概括
北卡罗来纳州的北卡罗来纳州.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 公共政策 公共政策
背景情况:
- 观察到的幼儿教育计划影响的变化表明与环境因素的相互作用.
- 了解这些相互作用对于优化幼儿园前计划的有效性和扩展至关重要.
- 北卡罗来纳州的学前教育 (NC Pre-K) 计划提供了一个独特的背景来研究这些影响,因为它的阶段性实施.
研究的目的:
- 测试假设,NC Pre-K课程效应的变化受到在幼儿园前,幼儿园期间或幼儿园后发生的环境相互作用的影响.
- 检查NC Pre-K资金水平与5年级学生学业成绩之间的关系.
- 调查调节因素如何影响幼儿园前投资的有效性.
主要方法:
- 对1987-2005年间出生的北卡罗来纳州儿童 (n=1,207,576) 的大量队列的分析,与行政和成就数据联系在一起.
- 在计划扩展期间利用NC Pre-K资金在县级变化的自然实验设计.
- 使用儿童和县共变量和县和年度固定的效应的回归模型;用于评估计划出席率影响的仪器变量.
主要成果:
- 更高的NC Pre-K资金与5年级学业成绩有积极关联,对特殊教育安置或年级保留没有显著影响.
- 对于处于更不利环境中的儿童来说,学前教育的资金效应更大,支持补偿模型和添加效应模型.
- 节目出席率提高了五年级平均成绩约20%的标准偏差,对西班牙裔儿童和那些受教育程度较低的母亲的孩子的影响最大.
结论:
- 资助NC Pre-K对长期学业成绩产生积极影响,特别是对弱势儿童,作为缓冲和保护因素.
- 这些发现支持了幼儿园前计划在各种环境环境中的补偿和添加效应.
- 结果对未来的幼儿园前政策,扩展战略和早期教育的发展理论有影响.
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