Little evidence of heterogeneity in preschool effects by child characteristics, with suggestive larger behavioral drawbacks for lower-SES children¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no consistent evidence for moderation of preschool effects by children's gender, race/ethnicity, or disability status; among 80 interactions tested, only one reached conventional significance and was not interpreted. → Ansari 2018 q2 i? The negative effects of preschool on social-behavioral development during elementary school were somewhat larger among children from less economically advantaged homes, though academic benefits were comparable across the socioeconomic distribution. → Ansari 2018 (2)

Evidence¶

Ansari 2018¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

Interaction-term analyses within the matched ECLS-K samples tested moderation of preschool effects by child characteristics. The article reports no consistent evidence for moderation by gender, race/ethnicity, or disability status, with only one of 80 interactions reaching conventional significance; no effect sizes were printed.

"results indicated that there was no consistent evidence for moderation as a function of children’s gender, race/ethnicity, and/or disability status (see Table 4). Among the 80 interactions tested, only one reached conventional levels of statistical significance and, therefore, was not interpreted."

Ansari 2018 (2)¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r3

The same interaction analyses found suggestive SES heterogeneity (3 of 16 interactions significant, 2 marginal): academic benefits were comparable across the socioeconomic distribution, but negative social-behavioral effects during elementary school were somewhat larger for less advantaged children; no effect sizes were printed.

"the negative effects of preschool for children’s social-behavioral development during the elementary school years were somewhat larger among children from less economically advantaged homes"

Discussion¶

Related Claims¶

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