Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement
Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement
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DOI：
10.1542/peds.2012-2632
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发表时间：
2013-05-01
期刊：
影响因子：
8
通讯作者：
Petkova, Eva
中科院分区：
文献类型：
--
作者：
Brotman, Laurie Miller;Dawson-McClure, Spring;Petkova, Eva
目的：评估以家庭为中心、以学校为基础的幼儿期干预对儿童幼儿园学业成绩的影响。方法：这是一项整群（学校）随机对照试验，评估从学前班（学前班）入学到幼儿园结束。背景是城市贫困社区 2 个学区的 10 所公立小学，设有 26 个学前班，为主要是黑人的低收入人群提供服务。参与者是 1050 名黑人和拉丁裔低收入儿童（4 岁；占学前班人口的 88%），就读于 10 所学校，学龄超过 4 年。普遍干预旨在通过加强家庭和学校的积极行为支持和有效行为管理以及增加家长对教育的参与来促进自我调节和早期学习。干预措施包括为学前班学生家庭举办的课后小组课程（13 次 2 小时课程；由学前班教师共同主持）以及学前班和幼儿园教师的专业发展。结果测量是由独立评估者在干预条件下进行的幼儿园阅读、写作和数学成绩的标准化测试成绩（主要结果）；从学前班到幼儿园（次要结果）的教师评价学业成绩的发展轨迹。结果：相对于对照组学校的儿童，干预学校的儿童具有更高的幼儿园成绩测试分数（Cohen's d = 0.18，平均差= 2.64，SE = 0.90，P = .03）和更高的教师评价学业成绩（Cohen's d = 0.25，平均差= 5.65，SE = 2.34，P = .01）。结论：改善家庭和学校环境的幼儿期人群干预有望提高来自弱势城市社区的少数族裔儿童的学业成绩。
OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement.METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome).RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01).CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.