Effects of Early Mathematics Intervention for Low-SES Pre-Kindergarten and Kindergarten Students: A Replication Study

Autor/inn/en	Starkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime
Titel	Effects of Early Mathematics Intervention for Low-SES Pre-Kindergarten and Kindergarten Students: A Replication Study
Quelle	(2021), (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Socioeconomic Influences; Low Income Students; Achievement Gap; Mathematics Achievement; Preschool Education; Program Effectiveness; Mathematics Instruction; At Risk Students; Kindergarten; Achievement Gains; Student Characteristics; Attention; Executive Function; Disadvantaged Youth; Early Intervention; Mathematics Skills; California + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; Mathematics lessons; Mathematikunterricht; Achievement gain; Leistungssteigerung; Aufmerksamkeit; Benachteiligter Jugendlicher; Mathematics ability; Kalifornien
Abstract	A socioeconomic status- (SES-) related achievement gap in mathematics emerges prior to school entry, and increases as children move through 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 randomized controlled trial was conducted in public American preschools (1) to 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 prekindergarten were positive and significant. Gains were maintained in kindergarten. Thus, the gap can be reduced and gains maintained by sustained early intervention. [This paper was published in "Educational Research and Evaluation."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01