Long-Term Effects of Enhanced Early Childhood Math Instruction: The Impacts of Making Pre-K Count and High 5s on Third-Grade Outcomes

Autor/inn/en	Mattera, Shira K.; Jacob, Robin; MacDowell, Cullen; Morris, Pamela A.
Institution	MDRC
Titel	Long-Term Effects of Enhanced Early Childhood Math Instruction: The Impacts of Making Pre-K Count and High 5s on Third-Grade Outcomes
Quelle	(2021), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Outcomes of Education; Program Effectiveness; Early Childhood Education; Mathematics Instruction; Preschool Children; Elementary School Students; Grade 3; Mathematics Skills; Mathematics Achievement; Program Evaluation; Mathematical Enrichment; New York (New York) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Programme evaluation; Programmevaluation
Abstract	Studies have shown that math skills in early childhood are uniquely and strongly predictive of later outcomes across a range of domains and well into adulthood, including the likelihood of graduating from high school and college completion. The Making Pre-K Count and High 5s studies were designed to rigorously test the short- and long-term effects of improving children's math experiences in prekindergarten (pre-K) and kindergarten. Making Pre-K Count provided pre-K teachers in New York City with a high-quality, evidenced-based math curriculum (Building Blocks) and ongoing teacher training and coaching. The Making Pre-K Count study compared students who were exposed to this curriculum with their peers in pre-K as usual in public school and community-based sites. The High 5s math program was developed to offer children who had received Making Pre-K Count in pre-K in public schools hands-on, supplemental math enrichment in small groups, or clubs, outside of regular instructional time in kindergarten. The High 5s study compared students assigned to Making Pre-K Count in pre-K and High 5s in kindergarten with children assigned to Making Pre-K Count in pre-K and kindergarten as usual. Taken together, the Making Pre-K Count and High 5s studies present new evidence about the long-term effects of early math interventions on children's later outcomes. Early math enrichment experiences can lead to lasting gains for children across a variety of outcome domains, even years later. The findings suggest that high-quality early math instructional practices could make a difference, particularly for children with the greatest need. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01