2016
DOI: 10.1080/19345747.2015.1109013
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Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism

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Cited by 27 publications
(35 citation statements)
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References 49 publications
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“…In one study of a professional development intervention in prekindergarten classrooms, the children who were consistently present in the classroom showed positive effects, but 66 percent of the group were absent for more than 10 percent of the school year, and there were no significant effects for the group of children as a whole. 11 Constrained skills are easier to improve for a number of reasons. They constitute well-defined goals, and we have proven approaches to teaching and to assessing them.…”
Section: Reading Firstmentioning
confidence: 99%
“…In one study of a professional development intervention in prekindergarten classrooms, the children who were consistently present in the classroom showed positive effects, but 66 percent of the group were absent for more than 10 percent of the school year, and there were no significant effects for the group of children as a whole. 11 Constrained skills are easier to improve for a number of reasons. They constitute well-defined goals, and we have proven approaches to teaching and to assessing them.…”
Section: Reading Firstmentioning
confidence: 99%
“…Children, who attended for more hours a week and had the most absences, seem to benefit the least, while children who attended for larger amount of hours a week and had fewer absences benefited the most. The direction of these findings is consistent with prior evidence that has supported the notion that there are greater benefits from preschool experiences when there is less absenteeism (Arbour et al, 2016;. However, findings were only marginally significant and did not extend to other form of dosage, namely number of years, nor to the outcome of behavioral self-regulation.…”
Section: Hypothesissupporting
confidence: 82%
“…There is evidence supporting the notions that, less absence and a greater number of years (two versus one) in ECE are related to better academic and behavioral outcomes (Arbour et al, 2016;, while the number of hours a week is mostly related to externalizing behavior (Huston et al, 2015).…”
Section: Dosage: Amount Of Early Childhood Education Experiencesmentioning
confidence: 86%
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“…Understanding the role of children's absenteeism in early childhood programs also has important implications for policy and practice as preschool absences may be one of the key reasons why prior evaluations of Head Start (Puma et al., ) and meta‐analyses of classroom quality (Keys et al., ) have yielded only small academic benefits for children. Reflecting these possibilities, a recent experimental evaluation of preschool programs in Chile (Arbour et al., ) found that children who were less likely to be absent from school made greater academic gains as a result of their participation in the preschool intervention as compared with children who were more likely to be absent. Such studies, however, are few and far between.…”
mentioning
confidence: 99%