Does Non-Participation in Preschool Affect Children's Reading Achievement? International Evidence from Propensity Score Analyses

Autor/inn/en	Hogrebe, Nina; Strietholt, Rolf
Titel	Does Non-Participation in Preschool Affect Children's Reading Achievement? International Evidence from Propensity Score Analyses
Quelle	In: Large-scale Assessments in Education, 4 (2016), Artikel 2 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-0739
DOI	10.1186/s40536-016-0017-3
Schlagwörter	Preschool Education; Reading Achievement; Emergent Literacy; Student Participation; Relevance (Education); Early Childhood Education; Elementary Schools; Comparative Education; Disadvantaged; Statistical Significance; Matched Groups; Performance Based Assessment; Early Experience; Outcomes of Education; Achievement Gains; Foreign Countries; Achievement Tests; Grade 4; Reading Tests; International Assessment; Student Characteristics; Regression (Statistics); Statistical Analysis; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Leseleistung; Frühleseunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Relevance; Relevanz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Grundschule; Volksschule; Vergleichende Erziehungswissenschaft; Leistungsermittlung; Frühbeginn; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Regression; Regressionsanalyse; Statistische Analyse
Abstract	While expectations are high for early childhood education to support students' reading literacy, research findings are inconclusive. The purpose of the study is to estimate the effect of preschool non-participation on reading literacy at the end of primary school. That is, what is the average achievement of children who did not attend preschool compared to what it would have been if they had attended preschool? Using PIRLS 2011 data, we employ propensity score matching to approximate a randomized experiment on a large-scale basis to estimate this effect for nine countries. We find that children who did not attend preschool come from disadvantaged backgrounds in all countries. However, with the exception of two countries, our study shows that their reading achievement at the end of primary school is not statistically significantly lower than the performance of matched children from similar backgrounds who attended preschool. Keeping in mind some methodological limitations, we discuss the findings of our study from a policy perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01