LASTING EFFECTS OF EARLY EDUCATION A REPORT FROM THE CONSORTIUM FOR LONGITUDINAL STUDIES
LASTING EFFECTS OF EARLY EDUCATION A REPORT FROM THE CONSORTIUM FOR LONGITUDINAL STUDIES
复制标题
DOI：
10.2307/1165938
复制
发表时间：
1982-01-01
影响因子：
9.5
通讯作者：
DARLINGTON R
中科院分区：
文献类型：
--
作者：
LAZAR I;DARLINGTON R
对低收入家庭儿童早期教育经历的长期影响进行了评估。1976年，12名在20世纪60年代独立设计和实施婴儿和学前教育项目的调查人员汇集了他们的原始数据，并对当时9-19岁的原始受试者进行了合作随访。数据收集和联合分析的协调工作由另外两名调查人员监督。本文报道的多样本二次分析探讨了早期儿童项目的长期影响，这些项目是否对低收入人群中的某些亚群体比其他亚群体更有效。结果测量包括学校能力指标（特殊教育任务和成绩保持）、发展能力指标（标准化智力和成就测试）、儿童的态度和价值观以及对家庭的影响。对每个假设检验分别考虑每个早期儿童项目，并使用pooled-z技术汇总各个假设检验的结果。这个过程检验了零假设，在不同的早期教育项目中，没有项目参与的平均效果。详细的人员流失分析表明，人员流失基本上是随机的，在数据分析中没有引入明显的偏差。针对低收入家庭儿童的早期教育项目在以下四个方面产生了持久的影响：学校能力、发展能力、儿童的态度和价值观以及对家庭的影响。参加项目的孩子更有可能达到学校的基本要求。控制家庭背景因素和初始能力，项目毕业生被分配到特殊教育班级和留级的可能性明显低于对照组。无论性别、种族背景、初始能力水平或早期家庭背景因素如何，这种效应明显适用于所有儿童。参加早期儿童项目的儿童在项目结束后的几年里，在斯坦福-比奈智力测试中的表现都超过了对照组。没有证据表明，这些项目对某些儿童亚组（在性别、初始能力和家庭背景上存在差异）的智商测试成绩有不同的提高。有一些迹象表明，项目毕业生在成就测试中比对照组表现更好。1976年，参加过早期教育项目的孩子比对照组的孩子更有可能给出与成就相关的理由，比如学校或工作上的成就，因为他们为自己感到自豪。年纪较大的项目毕业生对自己学校表现的评价也明显高于对照组。参与项目也影响了母亲对学校表现和职业抱负的态度，而不是孩子的态度。通过探索从参与项目到提高学校能力的两条经验推导路径，将学校能力结果置于更大的发展背景中。讨论了结果的教育、社会和经济意义，并详细说明了对社会政策的影响。
The long-term effects of early childhood education experience on children from low-income families were assessed. In 1976, 12 investigators, who had independently designed and implemented infant and preschool programs in the 1960s, pooled their original data and conducted a collaborative follow-up of the original subjects, who were aged 9-19 yr at the time. Coordination of data collection and joint analyses were supervised by 2 additional investigators. The multisample secondary analyses reported here addressed the long-term effects of early childhood programs whether the programs were more effective for some subgroups of the low-income population than for others. Outcome measures included indicators of school competence (special education assignment and grade retention), developed abilities (standardized intelligence and achievement tests), children's attitudes and values, and impact on the family. Each early childhood project was considered separately for each hypothesis test and the results of the separate hypothesis tests were pooled using a pooled-z technique. This procedure tested the null hypothesis, there was no average effect of program participation across the different early education programs. Detailed attrition analyses indicated that attrition was essentially random, introducing no noticeable biases into the data analyses. Early education programs for children from low-income families had long-lasting effects in the following 4 areas: school competence, developed abilities, children's attitudes and values as well as impact on the family. Children who attended programs were significantly more likely to meet their school's basic requirements. Controlling for family background factors and initial ability, program graduates were significantly less likely to be assigned to special education classes and less likely to be retained in grade than were controls. The effect apparently operated for all the children regardless of sex, ethnic background, initial ability level or early family background factors. Children who attended early childhood programs surpassed their controls on the Stanford-Binet intelligence test for several years after the program ended. There was no evidence that the programs differentially raised the IQ test scores of some subgroups of children (differing on sex, initial ability and family background). There was some indication that program graduates performed better on achievement test than did controls. In 1976, children who had attended early education programs were significantly more likely than were controls to give achievement-related reasons, such as school or work accomplishments for being proud of themselves. Older program graduates also rated their school performance significantly better than did controls. Program participation also affected maternal attitudes toward school performance and vocational aspirations relative to those of the child. The school competence results are placed in a larger developmental context through exploration of 2 empirically derived paths from program participation to increased school competence. The educational, social and economic significance of the results are discussed and implications for social policy are detailed.