Effects of early mathematics intervention for low-SES pre-kindergarten and kindergarten students: a replication study

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research and Evaluation Pub Date : 2022-02-07 DOI:10.1080/13803611.2021.2022316

P. Starkey, Alice E. Klein, Ben Clarke, S. Baker, Jaime Thomas

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引用次数: 5

Abstract

ABSTRACT A socioeconomic status (SES)-related achievement gap in mathematics emerges prior to school entry, and increases in elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing this challenge. A randomised controlled trial was conducted in public American preschools to (1) replicate the efficacy of an intervention, Pre-K Mathematics, for low-SES children, and (2) test the combined impact of this intervention and a Common-Core-aligned kindergarten intervention, Early Learning in Mathematics. Forty-one clusters of pre-kindergarten and kindergarten classrooms, containing a sample of 389 low-SES children from an agricultural region, were randomly assigned to treatment and control conditions. The original impact findings were replicated: Child mathematics outcomes in pre-kindergarten were positive and significant. Gains were maintained in kindergarten. Thus, the gap can be reduced and gains maintained by sustained early intervention.

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早期数学干预对低社会经济地位学龄前和幼稚园学生的影响:一项重复研究

与社会经济地位(SES)相关的数学成绩差距在入学前就出现了，并在小学阶段增加。这种差距使得实施苛刻的数学标准(例如，共同核心州标准)成为一项持续的挑战。早期教育干预是应对这一挑战的一种策略。在美国公立幼儿园进行了一项随机对照试验，目的是:(1)重复对低社会经济地位儿童进行学前数学干预的效果，(2)测试该干预与共同核心幼儿园干预“早期数学学习”的综合影响。41组幼儿园前和幼儿园教室，包括389名来自农业地区的低社会经济地位儿童，被随机分配到治疗组和对照组。最初的影响结果被重复:学龄前儿童的数学成绩是积极的和显著的。幼儿园继续保持增长。因此，通过持续的早期干预可以缩小差距并保持收益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.