What is the long-run impact of learning mathematics during preschool?

Resource Type: Reports & Papers
Author(s): Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie;
Date Issued: March/April 2018
Description: 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. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.) ; National Institute of Child Health and Human Development (U.S.)
Journal Title: Child Development
Volume Number: 89
Issue Number: 2
Page Range: 539-555
Note: This resource is based on data from the Technology-Enhanced, Research-Based, Instruction, Assessment, and Professional Development (TRIAD) evaluation study.
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
Country: United States
ISSN: 0009-3920 Paper
1467-8624 Online
Peer Reviewed: yes
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