Do the effects of early childhood education programs differ by gender? A meta-analysis

Abstract

A meta-analysis was conducted to examine gender differences in the effects of early childhood education programs on children's cognitive, academic, behavioral, and adult outcomes. Significant and roughly equal impacts for boys and girls on cognitive and achievement measures were found, although there were no significant effects for either gender on child behavior and adult outcomes such as employment and educational attainment. Boys benefited significantly more from these programs than girls on other school outcomes such as grade retention and special education classification. We also examined important indicators of program quality that could be associated with differential effects by gender.

Early childhood education and crime

“…Magnuson et al. () provided a discussion of some of the components of center‐based education that could differently affect boys and girls. For example, Holmlund and Sund () reported that teachers respond more positively to children of the same sex.…”

Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

“…In particular, probing the degree to which these effects may be explained by differences in cognitive and/or socio-emotional functioning is of particular use for generating knowledge about intervention impact fadeout and persistence (Bailey et al, 2017). Additional attention is also needed to understand the degree to which ECE’s impacts may be stronger—or weaker—for particular subgroups of children (Magnuson et al, 2016). In the Perry program evaluated in this study, for example, improvements in graduation rates and reductions in grade retention were driven entirely by girls, whereas effects on criminal activity, later-life income, and employment were driven by boys (Heckman et al, 2010; Schweinhart et al, 2005).…”

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

“…Earlier reviews of universal preschool programs also find more beneficial effects for low SES students and no clear gender differences. Magnuson et al (2016) also find few gender differences in a review of mainly targeted programs.…”