Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism

Autor/inn/en	Arbour, MaryCatherine; Yoshikawa, Hirokazu; Willett, John; Weiland, Christina; Snow, Catherine; Mendive, Susana; Barata, M. Clara; Treviño, Ernesto
Titel	Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016), S.117-149 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1109013
Schlagwörter	Foreign Countries; Attendance Patterns; Preschool Children; Intervention; Randomized Controlled Trials; At Risk Students; Probability; Language Skills; Literacy; Program Effectiveness; Regression (Statistics); English (Second Language); Second Language Learning; Surveys; Language Proficiency; Least Squares Statistics; Statistical Analysis; Chile; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Regression; Regressionsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Language skills; Statistische Analyse
Abstract	Despite consensus that school absenteeism has negative consequences for children's life outcomes, until recently, little was known about the prevalence of absenteeism or its potential to moderate the impacts of school-based interventions. This study provides evidence from a randomized experiment of a preschool intervention involving 1,876 children in 64 schools in Chile that chronic absenteeism develops in preschool and is predicted by multiple risk factors for poor academic achievement. We find moreover that individual children's likelihood of absenteeism moderated the intervention's impact on children's language and literacy outcomes such that there were positive impacts of the intervention only for children with the lowest likelihood of absenteeism. Experimental evaluations of school-based interventions that do not take absenteeism into account may thus mask heterogeneous effects. In the context of policy pushes to expand early education and preschool access in the United States and globally, these moderation analyses may prove essential for appropriately interpreting the results of experimental studies of school-based interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01