02:15pm Friday 18 August 2017

Johns Hopkins Researchers Rate Effectiveness of Early Childhood Education Programs

The purpose of the review was to examine the research on various early childhood education programs and identify those programs that are most likely to make a difference in children’s achievement. The scope of the review includes all types of programs that child care center directors, Head Start directors, and principals might consider adopting to prepare their children for success in elementary school and beyond.

“In recent years, many early childhood education programs have been developed and evaluated for evidence of effectiveness,” said Bette Chambers, professor at Johns Hopkins and lead researcher for the review. “Our goal was to synthesize the findings from these evaluations so educators and policy makers can know which programs are ready to be implemented at scale.”

To begin the review process, Chambers and her research team conducted an exhaustive search to locate all studies that have compared alternative approaches to early childhood education from 1960 to the present. A total of 40 studies evaluating 28 different programs met the team’s research standards and were included in the review.

After a comprehensive analysis of each study’s findings, the research team rated the early childhood education programs on a scale ranging from insufficient evidence of effectiveness to strong evidence of effectiveness. Of the 28 programs included in the review, 11 received high ratings, with six programs showing strong evidence of effectiveness and five showing moderate evidence of effectiveness. The remaining programs received either a limited or insufficient evidence of effectiveness rating. See http://www.bestevidence.org/early/early_child_ed/early_child_ed.htm for program ratings.

Consistent with the common-sense expectation that children learn what they are taught, the programs that focused on mathematics instruction were generally found to improve mathematics achievement and the programs that focused on literacy and phonological awareness generally increased those skills. These findings could simply indicate that teaching preschool children skills ordinarily emphasized in kindergarten or later produce immediate effects on those skills. However, several programs showed positive effects continuing to the end of kindergarten and beyond, suggesting that the preschool experience has impacts not limited to early exposure of academic content. In addition, longitudinal studies have found that, compared to no preschool attendance, early childhood education programs can have positive long-term impacts.

“Ideally, more longitudinal studies that compare different preschool programs will be conducted to determine the long-term impacts of current programs,” Chambers said. “In the meantime, our review identified several promising approaches that could be used today to help children begin elementary school ready to succeed.”

Chambers and her colleagues can be reached by contacting Beth Buckheit at 410-616-2407 or bbuckheit@jhu.edu. The full research review is available on Johns Hopkins University’s Best Evidence Encyclopedia website at http://www.bestevidence.org/early/early_child_ed/early_child_ed.htm.

THE JOHNS HOPKINS UNIVERSITY
SCHOOL OF EDUCATION’S CENTER FOR RESEARCH AND REFORM IN EDUCATION
200 W. Towsontown Blvd.
Baltimore, MD 21204

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Office of News and Information
Johns Hopkins University
901 South Bond Street, Suite 540
Baltimore, Maryland 21231
Phone: 443-287-9960 | Fax: 443-287-9920
CONTACT: Beth Buckheit
410-616-2407
bbuckheit@jhu.edu
, or
Tracey A. Reeves
443-287-9960
treeves@jhu.edu

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