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Long-term effects of four preschool programs: Ninth and Tenth Results

Miller, L. B.; Bizzell, R. P.
Abstract:
This study compared the long term effects of four preschool programs on the IQ and academic achievement of students in high school. Participants had been randomly assigned to one of the four preschools (Bereiter-Engelmann, DARCEE, Montessori, University of North Carolina Traditional prekindergarten) for one year. Students who did not attend a pre-kindergarten program were used as a control group. Student achievement was measured using the Wechsler Intelligence Scale for Children-Revised Form, the Stanford-Binet Intelligence Test, STEP-Locator (STEP), Comprehensive Test of Basic Skills (CTBS), and the Raven’s Progressive Matrices. Academic achievement from the ninth and tenth grade was examined in terms of preschool education and gender. Results indicated that Montessori male and DARCEE female students recorded higher levels of academic achievement in math, reading, and IQ in comparison to all other groups. Female students consistently scored higher on achievement tests than male students. Results for students in the Bereiter-Engelmann (BE) group varied on the different achievement tests. Male BE students recorded the second highest mean scores on the STEP Language, STEP Total, CTBS Total, CTBS- Reading, and CTBS Math tests, in comparison to male students in all other groups. BE female students did not rank as high in comparison to female students in all other groups. Mean scores for female BE students were similar to male scores, but did not rank as high in comparison to female students in all other groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1984
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; math; language; IQ; DISTAR; Wechsler Intelligence Scale for Children-Revised Form; Stanford-Binet Intelligence Test; STEP-Locator; Comprehensive Test of Basic Skills; Raven'; s Progressive Matrices
Source:
Child Development
Volume:
55
Pages:
1570-1587
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
No
Students included:
Preschool students, secondary students, African American students, low-SES students
Other tags:
math, language, IQ, DISTAR, Wechsler Intelligence Scale for Children-Revised Form, the Stanford-Binet Intelligence Test, STEP-Locator (STEP), Comprehensive Test of Basic Skills (CTBS), Raven’s Progressive Matrices
Location/Setting:
Preschool, high school
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