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Why Are Preschool Programs Becoming Less Effective? EdWorkingPaper No. 23-885

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Title: Why Are Preschool Programs Becoming Less Effective? EdWorkingPaper No. 23-885
Language: English
Authors: Anamarie A. Whitaker (ORCID 0000-0002-6865-5850), Margaret Burchinal (ORCID 0000-0002-3606-7843), Jade M. Jenkins (ORCID 0000-0002-2000-3087), Tyler W. Watts (ORCID 0000-0002-2741-0873), Greg J. Duncan (ORCID 0000-0002-9869-6311), Emma R. Hart (ORCID 0000-0003-3808-0838), Ellen Peisner-Feinberg (ORCID 0000-0001-9716-9977)
Source: Annenberg Institute for School Reform at Brown University. 2023.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Peer Reviewed: N
Page Count: 26
Publication Date: 2023
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Preschools, Program Evaluation, Educational Quality, Educational Change, Educational Practices, Educational Theories, Research Needs, Program Effectiveness
Abstract: High-quality preschool programs are heralded as effective policy solutions to promote low-income children's development and life-long wellbeing. Yet evaluations of recent preschool programs produce puzzling findings, including negative impacts, and divergent, weaker results than demonstration programs implemented in the 1960s and 70s. We provide potential explanations for why modern preschool programs have become less effective, focusing on changes in instructional practices and counterfactual conditions. We also address popular theories that likely do not explain weakening program effectiveness, such as lower preschool quality and low-quality subsequent environments. The field must take seriously the smaller positive, null, and negative impacts from modern programs and strive to understand why effects differ and how to improve program effectiveness through rigorous, longitudinal research.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED638948
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Why Are Preschool Programs Becoming Less Effective? EdWorkingPaper No. 23-885
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  Data: <searchLink fieldCode="AR" term="%22Anamarie+A%2E+Whitaker%22">Anamarie A. Whitaker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6865-5850">0000-0002-6865-5850</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+Burchinal%22">Margaret Burchinal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3606-7843">0000-0002-3606-7843</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jade+M%2E+Jenkins%22">Jade M. Jenkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2000-3087">0000-0002-2000-3087</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2741-0873">0000-0002-2741-0873</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greg+J%2E+Duncan%22">Greg J. Duncan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9869-6311">0000-0002-9869-6311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+R%2E+Hart%22">Emma R. Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3808-0838">0000-0003-3808-0838</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellen+Peisner-Feinberg%22">Ellen Peisner-Feinberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9716-9977">0000-0001-9716-9977</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2023.
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
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  Data: 26
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: High-quality preschool programs are heralded as effective policy solutions to promote low-income children's development and life-long wellbeing. Yet evaluations of recent preschool programs produce puzzling findings, including negative impacts, and divergent, weaker results than demonstration programs implemented in the 1960s and 70s. We provide potential explanations for why modern preschool programs have become less effective, focusing on changes in instructional practices and counterfactual conditions. We also address popular theories that likely do not explain weakening program effectiveness, such as lower preschool quality and low-quality subsequent environments. The field must take seriously the smaller positive, null, and negative impacts from modern programs and strive to understand why effects differ and how to improve program effectiveness through rigorous, longitudinal research.
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  Data: 2024
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  Data: ED638948
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED638948
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      – Text: English
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      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Program Evaluation
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      – SubjectFull: Educational Quality
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Practices
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      – SubjectFull: Educational Theories
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      – SubjectFull: Research Needs
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      – SubjectFull: Program Effectiveness
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      – TitleFull: Why Are Preschool Programs Becoming Less Effective? EdWorkingPaper No. 23-885
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