Children from all racial/ethnic groups were projected to gain more in higher-tier programs, but most racial/ethnic differences were not statistically significant¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All racial/ethnic groups were projected to experience more months of learning and development in Tier 4 and 5 programs versus Tier 3, but results were statistically significant only for Hispanic/Latino/a children and, for a few domains, Multiracial children. → Sussman 2022

Evidence¶

Sussman 2022¶

Sussman, J., Melnick, H., Newton, E., Kriener-Althen, K., Draney, K., Mangione, P., & Gochyyev, P. (2022). Preschool quality and child development: How are learning gains related to program ratings? Learning Policy Institute. https://learningpolicyinstitute.org/product/california-preschool-quality-ratings doi:10.54300/422.974

q3 · i? · associational · r2

Regression analysis disaggregated by race/ethnicity (Table 4). The article attributes nonsignificance partly to small sample sizes after disaggregation and cluster-adjusted standard errors, citing the 1.7-month Tier 5 mathematics estimate for Black children as educationally meaningful though below significance.

"The direction of the association between tier and growth consistently showed the benefits of higher-tier programs in almost all cases, but results were statistically significant only for preschool children who are Hispanic/Latino/a and, for a few domains, children who are Multiracial"

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• Black, Hispanic/Latino/a, and Multiracial preschool children were underrepresented in higher-quality (Tier 4 and 5) programs — related
• Children with disabilities showed larger gains in higher-tier programs than children without disabilities — related
• Children in Tier 4 and Tier 5 preschool programs gained more learning and development from fall to spring than children in Tier 3 programs — a broader claim this one bears on
• Multilingual learners gained more in higher-tier programs than non-multilingual learners, with Tier 5 gains of 2.6–2.8 additional months — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.5 times as likely — related
• CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity — related
• Little evidence of heterogeneity in preschool effects by child characteristics, with suggestive larger behavioral drawbacks for lower-SES children — related