Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Working Paper 27913

Autor/inn/en	Fryer, Roland G., Jr.; Levitt, Steven D.; List, John A.; Samek, Anya
Institution	National Bureau of Economic Research
Titel	Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Working Paper 27913
Quelle	(2020) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Disadvantaged Youth; Preschool Children; Parent Education; Cognitive Development; Preschool Education; Program Effectiveness; Summer Programs; School Schedules; Cognitive Ability; Motivation; Persistence; Self Control; Low Income Groups; Parent Participation; School Readiness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents education; Elternbildung; Elternschule; Kognitive Entwicklung; Sommerkurs; Schulzeiteinteilung; Denkfähigkeit; psychologische; Motivation (psychologisch); Ausdauer; Selbstbeherrschung; Elternmitwirkung; Readiness for school; School ability; Schulreife
Abstract	We present the results of a novel early childhood intervention in which disadvantaged 3-4-yearold children were randomized to receive a new preschool and parent education program focused on cognitive and non-cognitive skills (CogX) or to a control group that did not receive preschool education. In addition to a typical academic year (9 month) program, we also evaluated a shortened summer version of the program (2 months) in which children were treated immediately prior to the start of Kindergarten. Both programs, including the shortened version, significantly improved cognitive test scores by about one quarter of a standard deviation relative to the control group at the end of the year. The shortened version of the program was equally as effective as the academic- year program because most of the gains in the academic-year program occurred within the first few months. [Funding is provided by the Kenneth and Anne Griffin Foundation.] (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01