Exploring the 'Dark Matter' of Early Childhood Educational Interventions: A Patterns-of-Indirect-Effects Approach
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| Title: | Exploring the 'Dark Matter' of Early Childhood Educational Interventions: A Patterns-of-Indirect-Effects Approach |
|---|---|
| Language: | English |
| Authors: | Remy Pages, Greg Duncan, Drew Bailey, Society for Research on Educational Effectiveness (SREE) |
| Source: | Society for Research on Educational Effectiveness. 2021. |
| Availability: | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2021 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Intervention, Outcomes of Education, Educational Attainment, Mediation Theory |
| Abstract: | The mechanisms that translate early childhood education (ECE) programs' initial impacts into longer-term effects are still unknown. Many candidate mediating variables, like cognitive or self-regulation skills, personality traits, or more structural institutional gateways have been proposed. Yet, mediation analyses most often leave much of the total impact on long-term outcomes unaccounted for. This unexplained portion of the effect, so-called "dark matter" of ECE, affords different developmental explanations according to the type of mediators considered and whether the latter are measured proximally or distally to ECE interventions. Leveraging panel data from both experimental and quasi-experimental designs (the Abecedarian early intervention and a sibling fixed effect analysis of Head Start; n = 107 and n = 1,251, respectively), we investigated ECE interventions' patterns of indirect effects on adulthood completed schooling, across multiple mediators. We found some evidence--having estimated observed indirect effects accounting for up to 50 percent of the total impacts--that the "dark matter" effect was neither more nor less prominent upstream than downstream, but rather stable across development. These findings were consistent with the hypotheses that earlier skills contributed to later institutional gateway process; and that pathways running parallel to our chosen mediating bundles, possibly coupling environmental dimensions with behavior, ought to be specified. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://www.sree.org/2021-conference |
| Accession Number: | ED656915 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED656915 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the 'Dark Matter' of Early Childhood Educational Interventions: A Patterns-of-Indirect-Effects Approach – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Remy+Pages%22">Remy Pages</searchLink><br /><searchLink fieldCode="AR" term="%22Greg+Duncan%22">Greg Duncan</searchLink><br /><searchLink fieldCode="AR" term="%22Drew+Bailey%22">Drew Bailey</searchLink><br /><searchLink fieldCode="AR" term="%22Society+for+Research+on+Educational+Effectiveness+%28SREE%29%22">Society for Research on Educational Effectiveness (SREE)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Society+for+Research+on+Educational+Effectiveness%22"><i>Society for Research on Educational Effectiveness</i></searchLink>. 2021. – Name: Avail Label: Availability Group: Avail Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The mechanisms that translate early childhood education (ECE) programs' initial impacts into longer-term effects are still unknown. Many candidate mediating variables, like cognitive or self-regulation skills, personality traits, or more structural institutional gateways have been proposed. Yet, mediation analyses most often leave much of the total impact on long-term outcomes unaccounted for. This unexplained portion of the effect, so-called "dark matter" of ECE, affords different developmental explanations according to the type of mediators considered and whether the latter are measured proximally or distally to ECE interventions. Leveraging panel data from both experimental and quasi-experimental designs (the Abecedarian early intervention and a sibling fixed effect analysis of Head Start; n = 107 and n = 1,251, respectively), we investigated ECE interventions' patterns of indirect effects on adulthood completed schooling, across multiple mediators. We found some evidence--having estimated observed indirect effects accounting for up to 50 percent of the total impacts--that the "dark matter" effect was neither more nor less prominent upstream than downstream, but rather stable across development. These findings were consistent with the hypotheses that earlier skills contributed to later institutional gateway process; and that pathways running parallel to our chosen mediating bundles, possibly coupling environmental dimensions with behavior, ought to be specified. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.sree.org/2021-conference" linkWindow="_blank">https://www.sree.org/2021-conference</link> – Name: AN Label: Accession Number Group: ID Data: ED656915 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED656915 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English Subjects: – SubjectFull: Early Childhood Education Type: general – SubjectFull: Intervention Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Educational Attainment Type: general – SubjectFull: Mediation Theory Type: general Titles: – TitleFull: Exploring the 'Dark Matter' of Early Childhood Educational Interventions: A Patterns-of-Indirect-Effects Approach Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Society for Research on Educational Effectiveness (SREE) – PersonEntity: Name: NameFull: Remy Pages – PersonEntity: Name: NameFull: Greg Duncan – PersonEntity: Name: NameFull: Drew Bailey IsPartOfRelationships: – BibEntity: Dates: – D: 29 M: 09 Type: published Y: 2021 Titles: – TitleFull: Society for Research on Educational Effectiveness Type: main |
| ResultId | 1 |
