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Society for Research on Educational Effectiveness

The Scale-Up Pre-K Mathematics project, was conducted at a customary program-wide level of scale in Head Start and state-funded preschool programs in California and Kentucky/Indiana. The objectives of this randomized field trial were twofold: (1) to determine whether the intervention, the Pre-K Mathematics curriculum, continues to be effective when implemented on this level of scale and at a distance from the developer, and (2) to document the process of implementing a pre-kindergarten math intervention in varied preschool settings in order to better understand the barriers to scalable interventions. The field trial was conducted in varied contexts, which included Head Start and state preschool programs in California, Kentucky and Indiana. Teachers from 94 classrooms at 62 sites (Head Start centers or public schools) were included in the experiment. Experiment 2 findings indicate that the intervention, Pre-K Mathematics, is still effective when implemented on a broad level of scale (individual school districts or Head Start grantees). Thus, by providing public preschool teachers with a mathematics curriculum like the one used in this study and by training teachers to implement the curriculum with fidelity, the socioeconomic status (SES)-related gap in children's mathematical knowledge can be significantly reduced. These results have implications for the role of curricula in promoting school readiness, and in particular mathematics readiness, for children from low-income families. Recommendations for policy makers are discussed.

Descriptors: Mathematics Curriculum, Mathematics Education, School Readiness, Intervention, Low Income, Preschool Education, Disadvantaged Youth, Measures (Individuals), Preschool Teachers, Low Income Groups, Public Education, Program Effectiveness, Program Implementation, Fidelity, Knowledge Level, Statistical Analysis

Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries[at]sree.org; Web site: http://www.sree.org





Autor: Klein, Alice; Starkey, Prentice; Molfese, Victoria; Brown, Elizabeth Todd; Molfese, Dennis

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2633&id=ED525313



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