Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

McCoy, Dana Charles; Yoshikawa, Hirokazu; Ziol‐Guest, Kathleen M.; Duncan, Greg J.; Schindler, Holly S.; Magnuson, Katherine; Yang, Rui; Koepp, Andrew E.; Shonkoff, Jack P.

doi:10.3102/0013189x17737739

Cited by 180 publications

(142 citation statements)

References 41 publications

(44 reference statements)

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“…At this juncture, it remains unclear which of these theories best describes patterns in the empirical evidence base. Empirically, in the medium term, the older evidence has shown that preschool has small‐to‐moderate effects in reducing grade retention and special education placement in the K‐12 years (McCoy et al, ; Yoshikawa, Weiland, & Brooks‐Gunn, ). In both older and more recent studies, language, literacy, and mathematics test scores between preschool participants and nonparticipants tend to partially or fully converge by the end of third grade, though some studies do show some evidence of medium‐term persistence (e.g., Bassok, Gibbs, & Latham, ; Hill, Gormley, & Adelstein, ; Ladd, Muschkin, & Dodge, ; Lipsey, Farran, & Durkin, ; Phillips et al, ; Puma et al, ).…”

Section: When Might Prekindergarten Benefits Persist?mentioning

confidence: 99%

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

Weiland

Unterman²,

Shapiro

et al. 2019

Child Development

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This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third‐grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control‐group children attended center‐based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery‐based studies.

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Section: When Might Prekindergarten Benefits Persist?mentioning

confidence: 99%

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

Weiland

Unterman²,

Shapiro

et al. 2019

Child Development

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“…From birth to 5 years is an important developmental period in which children rapidly develop significant language, cognitive, and social-emotional skills that predict later functioning at school and into adulthood (McCoy et al 2017). It is, therefore, important to provide relevant learning supports for young children who Control, M (n = 20) Fig.…”

Section: Discussionmentioning

confidence: 99%

The Abecedarian Approach in a Low-Resource Urban Neighborhood in Canada: An Impact Evaluation in a Child Care Setting

Stevens

Santos

Jonasson

et al. 2019

IJEC

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Despite the best efforts, persistent educational gaps remain between Indigenous and non-Indigenous children when they begin school. This evaluation explores the impact of the Abecedarian Approach for early education on the language development of First Nations and non-First Nations children, living in a low-resource, urban neighborhood in Canada. A treatment group received the Abecedarian Approach in a child care center, supplemented by home visiting, and comprised 20 families with 41 children of whom 51% were First Nations. The control group comprised 27 families with 39 children of whom 46% were First Nations. The analyses presented explore child language outcomes at the end of the second year of participation and take account of child and family characteristics, as well as the baseline language scores. Results indicate that children in the treatment group had stronger language outcomes than the control group. While First Nations children in the treatment group had lower levels of language development than non-First Nations children, at baseline, both groups progressed at about the same rate. While the findings do not guarantee that achievement gaps would close during the school years, improved language development in the years before school is likely to be associated with better achievement during school. Keywords Abecedarian • Early childhood education • Language outcomes • Indigenous population • First Nations • Canada Résumé Malgré les efforts déployés, des écarts relatifs à l'éducation persistent entre enfants indigènes et non indigènes en début de scolarité. Cette évaluation explore l'impact de l'Abecedarian Approach pour l'éducation des jeunes enfants sur le développement du

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“…While many technologies have emerged to support youth in exploring computational concepts and practices, opportunities in early childhood are especially promising to cultivate interests early in computing as well as to support the development of social, emotional, and cognitive milestones [3,9]. Many studies have shown that early interventions can have compounding effects later in life and influence personal and academic outcomes [33]. Early exposure can also help mitigate barriers to participation in computing.…”

Section: Introductionmentioning

confidence: 99%

A survey of computational kits for young children

Roque

2018

Proceedings of the 17th ACM Conference on Interaction Design and Children

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This paper presents a survey of computational kits that enable young children (ages 7 years old and under) to explore computing ideas and practices. We examined physical, virtual, and hybrid kits across three different perspectives: how they are designed, how they support children to explore computational concepts and practices, and how they enable children to engage in a range of projects and activities. Based on our analysis, we present design suggestions and opportunities to expand the possibilities in how children can engage in computing, what kinds of projects children can make, and what kinds of computational ideas children can explore.

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Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

Cited by 180 publications

References 41 publications

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

The Abecedarian Approach in a Low-Resource Urban Neighborhood in Canada: An Impact Evaluation in a Child Care Setting

A survey of computational kits for young children

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