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The University of Illinois Study of the Differential Effects of Five Preschool Programs.

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Bibliographic Details
Title: The University of Illinois Study of the Differential Effects of Five Preschool Programs.
Authors: Karnes, Merle B.
Peer Reviewed: N
Page Count: 15
Publication Date: 1977
Document Type: Speeches/Meeting Papers
Descriptors: Achievement Gains, Achievement Tests, Comparative Analysis, Early Childhood Education, Intelligence Quotient, Intervention, Longitudinal Studies, Nontraditional Education, Preschool Education, Program Evaluation, Verbal Ability
Abstract: This paper summarizes the findings from a two-part evaluation study which compared the effects of five model preschool intervention programs and examined 5-year longitudinal data on the effects of three of these five programs. The original five programs (Traditional, Community-Integrated, Montessori, Karnes and Bereiter-Engelmann) represented a continuum from traditional nursery to highly structured preschool. Brief descriptions of each of these preschool models are included. Seventy-five children who met age, income and family history criteria and had no previous school experience were divided into groups matched on IQ, sex, and race. These groups were then randomly assigned to a particular intervention model. Differences in effectiveness among the models were assessed by means of batteries of standardized tests which were administered prior to the intervention, following the preschool year, and at the end of the kindergarten year. Results from analyses of this data are presented and discussed. Follow-up data over three additional years were gathered on the Traditional, the Karnes, and the Bereiter-Engelmann models. The results and conclusions from these data are also presented. (JMB)
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977); Adapted from a chapter in J. C. Stanley (Ed.), "Compensatory Education for Children Ages Two to Eight: Recent Studies of Educational Intervention," Baltimore: The Johns Hopkins University Press, 1973, pp. 109-144
Journal Code: RIEAUG1977
Entry Date: 1977
Accession Number: ED136937
Database: ERIC
Description
Abstract:This paper summarizes the findings from a two-part evaluation study which compared the effects of five model preschool intervention programs and examined 5-year longitudinal data on the effects of three of these five programs. The original five programs (Traditional, Community-Integrated, Montessori, Karnes and Bereiter-Engelmann) represented a continuum from traditional nursery to highly structured preschool. Brief descriptions of each of these preschool models are included. Seventy-five children who met age, income and family history criteria and had no previous school experience were divided into groups matched on IQ, sex, and race. These groups were then randomly assigned to a particular intervention model. Differences in effectiveness among the models were assessed by means of batteries of standardized tests which were administered prior to the intervention, following the preschool year, and at the end of the kindergarten year. Results from analyses of this data are presented and discussed. Follow-up data over three additional years were gathered on the Traditional, the Karnes, and the Bereiter-Engelmann models. The results and conclusions from these data are also presented. (JMB)