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ERIC Number: ED477427
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 55
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluations of School Readiness Initiatives: What Are We Learning? SERVE's Expanded Learning Opportunities National Leadership Area Research Report.
Brown, Elizabeth G.; Scott-Little, Catherine
Encouraged by evidence linking quality early care/education programs and improved student outcomes, a variety of school readiness programs and initiatives have been created. This report reviews and synthesizes evaluation studies conducted on early childhood interventions, focusing on programs emphasizing a school readiness goal. The report provides an overview of the evidence regarding effects of model early care and education programs and describes the program characteristics associated with program effectiveness. An extensive, systematic search of the literature identified 32 impact evaluations of recent school readiness initiatives, with selection criteria used to identify 20 studies most relevant to the research questions. Results from 11 studies coded as pre-experimental or correlational were analyzed and reported separately from the 9 quasi-experimental or experimental studies. Based on the synthesis, it was concluded that wide-scale school readiness interventions can have moderate effects on child outcomes, with the strongest evidence for benefits to children's social-emotional development. Positive results were also reported for language/literacy, mathematical thinking, and physical/health development, and for outcomes such as better attendance or fewer referrals for special services once the child entered school. The report notes that it was difficult to discern whether specific program features were associated with positive participant outcomes because experimental and quasi-experimental designs typically did not examine these relationships. Implications for program evaluation relate to research design and instrumentation as well as to program quality and the classroom dynamics. The report's two appendices include the data coding sheeting and tables delineating program characteristics and design characteristics of quasi-experimental and experimental evaluations, instruments used and outcomes assessed, and program and design characteristics of pre-experimental evaluations. (Contains 139 references.) (KB)
SERVE Main Office, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Tel: 336-315-7400; Fax: 336-315-7457; Web site: http://www.serve.org.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners; Researchers
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.