Factors in Persistence Versus Fadeout of Early Childhood Intervention Impacts

幼儿干预影响持续与减弱的因素

• 批准号: 10415040
• 负责人: KENNETH A DODGE
• 金额: $ 63.24万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-10 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10415040
• 关键词: Adolescence; Adolescent; Age; Birth; Boston; Buffaloes; Characteristics; Child; Child Care; Child Development; Communities; County; Development; Early Intervention; Education; Educational Curriculum; Enrollment; Environment; Ethnic Origin; Evaluation; Exposure to; Family; Funding; Growth; Health; Health education; Heterogeneity; Income; Individual; Instruction; Intervention; Intervention Studies; Language; Language Development; Learning; Long-Term Effects; Longevity; Low income; Maps; Mathematics; Mathematics Curriculum; Measures; Mediating; Neighborhoods; North Carolina; Nursery Schools; Outcome; Participant; Personal Satisfaction; Policies; Policy Maker; Poverty; Pregnancy in Adolescence; Primary School Faculty; Process; Randomized; Readiness; Reading; Running; Schools; Scientist; Services; Special Education; Standardization; Subgroup; Teacher Professional Development; Testing; Time; Training; Treatment/Psychosocial Effects; Variant; beneficiary; career; cohort; early childhood; early experience; educational atmosphere; elementary school; experience; high school; improved; intervention program; kindergarten; mathematical ability; peer; programs; psychosocial; retention rate; scale up; school environment; science education; teacher

ABSTRACT This project seeks to understand whether, for whom, and how the effects of successful early childhood school readiness interventions are sustained across a child’s development. Past seemingly contradictory findings about so-called fadeout motivate this project. Our first aim will assess the long-run effects of two early childhood interventions implemented at scale in North Carolina. We will estimate the treatment impacts of the More at Four (MF) pre-kindergarten (pre-k) intervention program and the Smart Start (SS) Initiative on key health, education, and well-being outcomes during adolescence (e.g., high school graduation, teen pregnancy). MF is a high-quality pre-k program for low-income children, measured at the individual level by enrollment and at the community level as funding allocations per capita by the state to each of 100 counties in each of 15 years. This funding was allocated to over one million children. Gradual rollout of MF and quasi-random variations led to sizeable differences in funding across years and counties that are independent of child characteristics. SS provides funding to counties to improve quality and access to child care, health screenings, and other services for all children from birth to age 5. SS was implemented using the same gradual rollout and funding formula used for MF, but in different years, providing independent random variation in program access. As we test long-run impact, we will also test whether effect sizes vary as a function of family income, ethnicity, dual-language learning status, and other characteristics. Our second aim will test the hypothesis that the impact effect size varies with the school environment that a child enters, called the Sustaining Environment hypothesis. We hypothesize that children who experience a school readiness intervention and are then placed into a sustaining environment (e.g., classroom with higher proportion of peers who are ready to learn or have experienced the early intervention, classroom teacher who has been trained to promote learning) will have longer-lasting effects (a moderation effect). The third aim is to test the Sustaining Environment hypothesis through experimental manipulation in the Building Blocks (BB) mathematics intervention study. The BB pre-k math curriculum focuses on numeracy and geometric/spatial reasoning. In 2005, 42 schools in Boston and Buffalo with 1,375 children were randomly assigned to one of three conditions: (1) BB; (2) BB plus elementary school teacher training to support persistence of early impact; or (3) control (pre-k as usual). We will add measures of the child's subsequent peer, classroom, and school environments, as well as adolescent outcomes, to test the hypothesis that the BB program has longer-lasting effects when implemented with a subsequent sustaining environment. The final aim is to integrate findings across studies to reach generalizable conclusions about the circumstances in which early intervention has impacts that persist or fade across development, for both development scientists and education policy makers.

抽象的 该项目旨在了解成功的幼儿学校是否、对谁以及如何产生影响 准备干预措施在儿童的整个发展过程中持续进行。过去看似矛盾的发现 关于所谓的淡出激发了这个项目。我们的第一个目标是评估两个早期项目的长期影响 北卡罗来纳州大规模实施儿童干预措施。我们将估计治疗效果 更多信息请参阅四 (MF) 学前班 (pre-k) 干预计划和智能启动 (SS) 计划 青春期期间的健康、教育和福祉成果（例如高中毕业、青少年怀孕）。 MF 是针对低收入儿童的高质量学前班计划，通过入学率在个人层面进行衡量 在社区层面，国家向 15 个县中的每 100 个县的人均拨款 年。这笔资金分配给了超过一百万儿童。 MF和准随机的逐步推出 差异导致独立于儿童的年份和县的资金存在巨大差异 特征。 SS 向各县提供资金，以提高儿童保育、健康检查、 以及为所有从出生到 5 岁的儿童提供的其他服务。 SS 的实施采用了同样的逐步推广和 用于 MF 的资助公式，但在不同年份，提供项目中的独立随机变化 使用权。当我们测试长期影响时，我们还将测试影响大小是否随家庭收入而变化， 种族、双语学习状况等特征。我们的第二个目标将检验以下假设： 影响效果的大小随着孩子进入的学校环境（称为维持环境）而变化 假设。我们假设经历了入学准备干预的儿童然后被安置在 进入一个可持续的环境（例如，课堂上有较高比例的同龄人准备好学习或有 经历了早期干预，受过促进学习培训的课堂老师）将会有 更持久的效果（适度效果）。第三个目标是检验可持续环境假设 通过构建模块（BB）数学干预研究中的实验操作。 BB 学前班 数学课程侧重于计算能力和几何/空间推理。 2005 年，波士顿和美国有 42 所学校 布法罗市有 1,375 名儿童被随机分配到以下三种情况之一：(1) BB； (2) BB加初级 学校教师培训，以支持早期影响的持久性；或 (3) 控制（像往常一样学前班）。我们将添加 衡量孩子随后的同伴、课堂和学校环境以及青少年的成绩， 检验 BB 计划在与后续计划一起实施时具有更持久效果的假设 维持环境。最终目标是整合跨研究的结果以得出可概括的结论 关于早期干预的影响在发展过程中持续存在或逐渐消失的情况， 发展科学家和教育政策制定者。