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Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?

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Title: Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?
Language: English
Authors: Bailey, Drew H., Nguyen, Tutrang, Jenkins, Jade Marcus, Domina, Thurston, Clements, Douglas H., Sarama, Julie S.
Source: Grantee Submission. 2016.
Peer Reviewed: Y
Page Count: 29
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Contract Number: R305A120813
R305B120013
P01HD065704
R305K050157
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Preschool Education
Descriptors: Early Childhood Education, Early Intervention, At Risk Students, Elementary School Teachers, Elementary School Students, Mathematics Instruction, Program Effectiveness, Mathematics Achievement, Child Development, Student Characteristics, Socioeconomic Status, Literacy Education, Language Skills
DOI: 10.1037/dev0000188
Abstract: A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children's prior academic achievement. [This article was published in "Developmental Psychology" v52 n9 p1457-1469 Sep 2016 (EJ1112297).]
Abstractor: As Provided
Number of References: 48
IES Funded: Yes
Entry Date: 2016
Accession Number: ED589396
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2016.
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  Data: 10.1037/dev0000188
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children's prior academic achievement. [This article was published in "Developmental Psychology" v52 n9 p1457-1469 Sep 2016 (EJ1112297).]
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        Value: 10.1037/dev0000188
    Languages:
      – Text: English
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      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: At Risk Students
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Child Development
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      – SubjectFull: Literacy Education
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      – SubjectFull: Language Skills
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      – TitleFull: Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?
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            NameFull: Bailey, Drew H.
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