Claims

Pre-K Mathematics shows uncertain effects on social-emotional learning

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The effect of Pre-K Mathematics on social-emotional learning was not statistically significant (effect size 0.15, p = 0.39), based on one teacher-report measure. → sel-summary-1

Evidence

sel-summary-1

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2023, September). Pre-K Mathematics. https://ies.ed.gov/ncee/wwc/InterventionReport/732

q3 · i? · quant-synthesis · r2

WWC synthesis of one measure, the Social Skills Rating System teacher report (Klein et al., 2008), with 297 children in six California and New York preschool sites. The report states "The research does not support claims that Pre-K Mathematics improved student social-emotional learning."

"Summary for Social-Emotional Learning: uncertain effects 0.15 +6 No (p=0.39)"

Discussion

Learner Variables

Page metadata
Field Value
type claim
id pre-k-mathematics-uncertain-social-emotional-effects
title Pre-K Mathematics shows uncertain effects on social-emotional learning
description Pre-K Mathematics shows uncertain effects on social-emotional learning
status review
evidence_strength weak
newest_evidence 2023
source_checked 2026-10-18
generated by process:wiki-ingest on 2026-10-07
trust unverified — no one has confirmed this page's content
sources 1 — sel-summary-1

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