公立幼儿园预测更强的三年级学术技能
Anna D Johnson1, Anne Partika2, Anne Martin1
1Georgetown University.
概括
公共学前教育,包括Head Start,改善了低收入儿童的三年级数学技能. 对语言和识字的长期益处不那么明显,程序类型之间没有显著差异.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 教育政策的教育政策.
背景情况:
- 幼儿园课程显著影响早期的学术技能.
- 公共资助的学前教育对学业成绩的长期影响仍未得到充分研究.
- 研究往往缺乏对幼儿园以后的持续技能的直接评估.
研究的目的:
- 调查公立学前教育与三年级学术技能之间的持续关联.
- 为了比较基于学校的学前教育和Head Start计划的长期影响.
- 用直接评估分析对语言和数学技能的影响.
主要方法:
- 使用倾向性得分权重用于因果推理.
- 分析了位于俄克拉荷马州塔尔萨市的低收入儿童的大型多样样样本 (N=689).
- 通过直接评估重复测量语言和数学技能,直到三年级.
主要成果:
- 与非出席者相比,参加学校预科或Head Start的儿童在三年级时表现出更高的数学技能.
- 在语言和识字技能方面的持续优势的证据较弱.
- 在公开的学前教育和Head Start计划之间,没有发现持续效应的显著差异.
结论:
- 公共资助的学前教育课程在三年级的数学技能上产生了持久的积极影响.
- 对语言和识字的持续益处不那么明显,这表明需要进一步调查.
- 无论是Head Start还是以学校为基础的幼儿园,都为弱势儿童提供了可比的长期学术优势.
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