Quasi-Experimental Estimates of the Effects of a Preschool Intervention
Quasi-Experimental Estimates of the Effects of a Preschool Intervention
复制标题
学前干预效果的准实验估计
DOI：
10.1177/0193841x9501900401
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发表时间：
1995
影响因子：
0.9
通讯作者：
Judy A Temple
中科院分区：
文献类型：
--
作者：
A. Reynolds;Judy A Temple
使用几种当代的减少偏见的技术对补偿性学龄前干预的项目效果进行了评估。这些方法包括计量经济学联合模型、潜变量结构模型和普通最小二乘回归。这些技术被应用于芝加哥儿童家长中心学前教育项目的纵向数据，这是一种先行类型的干预措施。对806名从幼儿园到六年级的黑人儿童的分析表明，总的来说，这些技术对项目对学校成绩测试成绩的影响产生了类似的估计。影响的大小从入学时的0.43到0.67到六年级的0.24到0.30(计划结束后的7年)。这些发现在不同的模型规格中都是稳健的，与随机研究的结果相似。研究结果表明，试图控制选择偏差的不同准经验估计方法可以对教育治疗的效果产生类似的估计。
Estimates of program effects from a compensatory preschool intervention were investigated using several contemporary techniques of bias reduction. These included econometric simulta neous modeling, latent-variable structural modeling, and ordinary least squares regression. These techniques were applied to longitudinal data from Chicago's Child Parent Center preschool program, a Head Start-type intervention. Analyses of 806 Black children followed from kindergarten to Grade 6 indicated that the techniques, by and large, produced similar estimates of program impact on school achievement test scores. Effect sizes ranged from .43 to .67 at school entry to .24 to .30 at Grade 6 (7 years postprogram). These findings were robust across different model specifications and similar to those of randomized studies. The only differences among methods occurred at Grade 3. Findings suggest that different quasi-experi mental estimation methods that attempt to control for selection bias can generate similar estimates of the effects of an educational treatment.