The effects of universal Pre-K on cognitive development
The effects of universal Pre-K on cognitive development
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DOI：
10.1037/0012-1649.41.6.872
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发表时间：
2005-11-01
影响因子：
4
通讯作者：
Dawson, B
中科院分区：
文献类型：
--
作者：
Gormley, WT Jr;Gayer, T;Dawson, B
在这项关于俄克拉荷马州普遍学前教育计划的研究中，作者依靠严格的生日资格标准，将刚刚完成学前教育的“年轻”幼儿园儿童与刚刚开始学前教育的“老年”学前儿童进行比较。这种回归-不连续性设计减少了选择偏差的威胁。他们的样本包括1,567名学前儿童和1,461名刚刚完成学前教育的幼儿园儿童。作者估计了K前治疗对Woodcock-Johnson成就测试分数的影响。作者发现，字母词识别分数的测试影响为3.00分（对照组标准差的0.79），拼写分数的测试影响为1.86分（对照组标准差的0.64），应用问题分数的测试影响为1.94分（对照组标准差的0.38）。西班牙裔、黑人、白色和美洲原住民儿童都从该计划中受益，不同收入阶层的儿童也是如此，以学校午餐资格状况衡量。作者得出结论，俄克拉荷马州的普遍学前教育计划成功地提高了不同群体儿童的入学准备。
In this study of Oklahoma's universal pre-K program, the authors relied on a strict birthday eligibility criterion to compare "young" kindergarten children who just completed pre-K to "old" pre-K children just beginning pre-K. This regression-discontinuity design reduces the threat of selection bias. Their sample consisted of 1,567 pre-K children and 1,461 kindergarten children who had just completed pre-K. The authors estimated the impact of the pre-K treatment on Woodcock-Johnson Achievement test scores. The authors found test impacts of 3.00 points (0.79 of the standard deviation for the control group) for the Letter-Word Identification score, 1.86 points (0.64 of the standard deviation of the control group) for the Spelling score, and 1.94 points (0.38 of the standard deviation of the control group) for the Applied Problems score. Hispanic, Black, White, and Native American children all benefit from the program, as do children in diverse income brackets, as measured by school lunch eligibility status. The authors conclude that Oklahoma's universal pre-K program has succeeded in enhancing the school readiness of a diverse group of children.