A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: implications for policy, service delivery and program evaluation

Gilliam, Walter; Zigler, Edward

doi:10.1016/s0885-2006(01)00073-4

Cited by 157 publications

(82 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These effect sizes exceed those reported for other statefunded pre-K programs, which range from .23-.53 (Gilliam & Zigler, 2001), 10 and for pre-K programs generally, which range from .10 to .13 (Magnuson, Ruhm, & Waldfogel, 2004, p. 5). They also exceed those reported for high-quality child care programs, which seldom exceed .10 (NICHD Early Child Care Research Network & Duncan, 2003;Peisner-Feinberg et al, 2001).…”

Section: Discussioncontrasting

confidence: 56%

The Effects of Universal Pre-K on Cognitive Development.

Gormley¹,

Gayer²,

Phillips³

et al. 2005

Developmental Psychology

550

359

View full text Add to dashboard Cite

In this study of Oklahoma's universal pre-K program, the authors relied on a strict birthday eligibility criterion to compare "young" kindergarten children who just completed pre-K to "old" pre-K children just beginning pre-K. This regression-discontinuity design reduces the threat of selection bias. Their sample consisted of 1,567 pre-K children and 1,461 kindergarten children who had just completed pre-K. The authors estimated the impact of the pre-K treatment on Woodcock-Johnson Achievement test scores. The authors found test impacts of 3.00 points (0.79 of the standard deviation for the control group) for the Letter-Word Identification score, 1.86 points (0.64 of the standard deviation of the control group) for the Spelling score, and 1.94 points (0.38 of the standard deviation of the control group) for the Applied Problems score. Hispanic, Black, White, and Native American children all benefit from the program, as do children in diverse income brackets, as measured by school lunch eligibility status. The authors conclude that Oklahoma's universal pre-K program has succeeded in enhancing the school readiness of a diverse group of children.

show abstract

Section: Discussioncontrasting

confidence: 56%

The Effects of Universal Pre-K on Cognitive Development.

Gormley¹,

Gayer²,

Phillips³

et al. 2005

Developmental Psychology

550

359

View full text Add to dashboard Cite

show abstract

“…A meta-analysis of 13 state pre-K studies from 1977 to 1998 (Gilliam & Zigler, 2001) found that none used random assignment and three had no comparison groups. Of the other ten, none used adequate matching procedures and only half of them had pretest measures on the same scale as the outcome.…”

Section: Prior Studies On State Pre-kindergarten Programsmentioning

confidence: 99%

An effectiveness‐based evaluation of five state pre‐kindergarten programs

Wong¹,

Cook²,

Barnett

et al. 2007

J Policy Anal Manage

241

153

View full text Add to dashboard Cite

show abstract

“…2015). ECEC quality is also crucial for the magnitude and the long term persistence of beneficial effects (for international and US reviews see, e.g., Gilliam and Zigler 2001, Gorey 2001, Anderson et al 2003, Burger 2010, Camilli et al 2010. In the economic literature, mainly intervention studies demonstrate the beneficial effects of high quality ECEC (famous interventions include the Perry preschool program or the Abecedarian program, e.g., Heckman et al 2013, Kautz et al 2014, where children attend high ECEC quality programs as part of the intervention.…”

Section: Motivationmentioning

confidence: 99%

Does Quality of Early Childhood Education and Care Affect the Home Learning Environment of Children?

2017

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

show abstract

A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: implications for policy, service delivery and program evaluation

Cited by 157 publications

References 20 publications

The Effects of Universal Pre-K on Cognitive Development.

The Effects of Universal Pre-K on Cognitive Development.

An effectiveness‐based evaluation of five state pre‐kindergarten programs

Does Quality of Early Childhood Education and Care Affect the Home Learning Environment of Children?

Contact Info

Product

Resources

About