Factors in Persistence Versus Fadeout of Early Childhood Intervention Impacts

幼儿干预影响持续与减弱的因素

基本信息

批准号：
10620730
负责人：
KENNETH A DODGE
金额：
$ 62.51万
依托单位：
DUKE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-05-10 至 2025-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10620730
关键词：
Acceleration Adolescence Adolescent Age Birth Boston Characteristics Child Child Care Child Development Communities County Development Early Intervention Education Educational Curriculum Enrollment Environment Ethnic Origin Evaluation Exposure to Family Funding Growth Health Heterogeneity Income Individual Instruction Intervention Intervention Studies Language Language Development Learning Long-Term Effects Longevity Low income Maps Mathematics Mathematics Curriculum Measures Mediating Neighborhoods North Carolina Nursery Schools Outcome Participant Personal Satisfaction Policies Policy Maker Poverty Pregnancy in Adolescence Primary School Faculty Process Randomized Readiness Reading Running Schools Science Scientist Services Special Education Standardization Subgroup Teacher Professional Development Testing Time Training Treatment/Psychosocial Effects Variant beneficiary career cohort early childhood early experience educational atmosphere elementary school experience graduate school high school improved intervention program kindergarten mathematical ability peer programs psychosocial retention rate scale up school environment screening teacher

项目摘要

ABSTRACT This project seeks to understand whether, for whom, and how the effects of successful early childhood school readiness interventions are sustained across a child’s development. Past seemingly contradictory findings about so-called fadeout motivate this project. Our first aim will assess the long-run effects of two early childhood interventions implemented at scale in North Carolina. We will estimate the treatment impacts of the More at Four (MF) pre-kindergarten (pre-k) intervention program and the Smart Start (SS) Initiative on key health, education, and well-being outcomes during adolescence (e.g., high school graduation, teen pregnancy). MF is a high-quality pre-k program for low-income children, measured at the individual level by enrollment and at the community level as funding allocations per capita by the state to each of 100 counties in each of 15 years. This funding was allocated to over one million children. Gradual rollout of MF and quasi-random variations led to sizeable differences in funding across years and counties that are independent of child characteristics. SS provides funding to counties to improve quality and access to child care, health screenings, and other services for all children from birth to age 5. SS was implemented using the same gradual rollout and funding formula used for MF, but in different years, providing independent random variation in program access. As we test long-run impact, we will also test whether effect sizes vary as a function of family income, ethnicity, dual-language learning status, and other characteristics. Our second aim will test the hypothesis that the impact effect size varies with the school environment that a child enters, called the Sustaining Environment hypothesis. We hypothesize that children who experience a school readiness intervention and are then placed into a sustaining environment (e.g., classroom with higher proportion of peers who are ready to learn or have experienced the early intervention, classroom teacher who has been trained to promote learning) will have longer-lasting effects (a moderation effect). The third aim is to test the Sustaining Environment hypothesis through experimental manipulation in the Building Blocks (BB) mathematics intervention study. The BB pre-k math curriculum focuses on numeracy and geometric/spatial reasoning. In 2005, 42 schools in Boston and Buffalo with 1,375 children were randomly assigned to one of three conditions: (1) BB; (2) BB plus elementary school teacher training to support persistence of early impact; or (3) control (pre-k as usual). We will add measures of the child's subsequent peer, classroom, and school environments, as well as adolescent outcomes, to test the hypothesis that the BB program has longer-lasting effects when implemented with a subsequent sustaining environment. The final aim is to integrate findings across studies to reach generalizable conclusions about the circumstances in which early intervention has impacts that persist or fade across development, for both development scientists and education policy makers.

抽象的该项目旨在了解成功的幼儿学校是否、对谁以及如何产生影响准备干预措施在儿童的整个发展过程中持续存在，过去看似矛盾的发现。关于所谓的淡出激发了这个项目，我们的第一个目标是评估两个早期的长期影响。我们将评估北卡罗来纳州大规模实施的儿童干预措施的治疗影响。更多信息请参阅四 (MF) 学前班 (pre-k) 干预计划和智能启动 (SS) 计划青春期期间的健康、教育和福祉成果（例如高中毕业、青少年怀孕）。 MF 是针对低收入儿童的高质量学前班计划，通过入学率在个人层面进行衡量在社区层面，国家向 15 个县中的每 100 个县的人均拨款这笔资金被分配给了超过 100 万儿童。 MF 和准随机的逐步推广。差异导致独立于儿童的年份和县的资金存在巨大差异 SS 向各县提供资金，以提高儿童保育、健康检查的质量和机会。以及为所有从出生到 5 岁的儿童提供的其他服务。 SS 的实施采用了同样的逐步推广和用于 MF 的资助公式，但在不同年份，提供项目中的独立随机变化当我们测试长期影响时，我们还将测试影响大小是否随家庭收入而变化。我们的第二个目标将检验以下假设：影响效果的大小随着孩子进入的学校环境（称为维持环境）而变化我们假设经历了入学准备干预的孩子随后被安置。进入一个可持续的环境（例如，课堂上有较高比例的同龄人准备好学习或有经历了早期干预，受过促进学习培训的课堂老师）将会有第三个目标是检验可持续环境假设。通过 Building Blocks (BB) 数学干预研究中的实验操作。 2005 年，波士顿和 42 所学校的数学课程侧重于计算和几何/空间推理。 Buffalo 的 1,375 名儿童被随机分配到以下三种条件之一：(1) BB；(2) BB 加小学；学校教师培训，以支持早期影响的持续性；或 (3) 控制（学前班照常）。衡量孩子随后的同伴、课堂和学校环境以及青少年的成绩，检验 BB 计划在与后续计划一起实施时具有更持久效果的假设最终目标是整合各项研究的结果，得出可概括的结论。关于早期干预的影响在发展过程中持续存在或逐渐消失的情况，发展中的科学家和教育政策制定者。