ERIC Number: EJ1172405
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
What Is the Long-Run Impact of Learning Mathematics during Preschool?
Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie
Child Development, v89 n2 p539-555 Mar-Apr 2018
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014) using national data sets. Implications for developmental theory and practice are discussed.
Descriptors: Preschool Education, Mathematics Instruction, Correlation, Least Squares Statistics, Attribution Theory, Elementary School Students, Educational Change, Intervention, Achievement Gains, Mathematics Achievement, Developmental Stages, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes