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Using Meta-Analytic Data to Examine Fadeout and Persistence of Intervention Impacts on Constrained and Unconstrained Skills. EdWorkingPaper No. 24-1069

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Title: Using Meta-Analytic Data to Examine Fadeout and Persistence of Intervention Impacts on Constrained and Unconstrained Skills. EdWorkingPaper No. 24-1069
Language: English
Authors: Mindy L. Rosengarten, Emma R. Hart, Drew H. Bailey, Meghan P. McCormick, Benjamin J. Lovett, Tyler W. Watts, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 100
Publication Date: 2024
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Science Foundation (NSF), Division of Graduate Education (DGE)
Institute of Education Sciences (ED)
Contract Number: 1R01HD09593001A1
2036197
Document Type: Reports - Research
Education Level: Early Childhood Education
Descriptors: Data Analysis, Meta Analysis, Intervention, Persistence, Randomized Controlled Trials, Skills, Skill Development, Lifelong Learning, Children, Adolescents, Comprehension, Phonics, Early Childhood Education
Abstract: Recent reviews of the educational intervention literature have noted patterns of intervention impact fadeout on cognitive skills, whereby skill trajectories between children in the intervention and control group converge in the years following the end of the intervention. Some early childhood education (ECE) researchers have suggested that skill type, specifically whether a skill is "constrained" or "unconstrained" may explain variation in fadeout trajectories. The Constrained Skills View proposes that unconstrained skills, which are thought to develop across the life course, may show more persistent impacts than constrained skills, which are eventually mastered by all. For a broad, short-term test of this theory, we used the Meta-Analysis of Educational RCTs with Follow-up (MERF) to examine trajectories of fadeout and persistence by skill type across a variety of educational interventions tested in childhood and adolescence. The majority of impacts in our sample (91%) were on measures of reading and language skills. We modeled patterns of intervention impact persistence and fadeout six to twelve months after the interventions ended. After coding outcomes as "constrained" or "unconstrained," we found no evidence that impacts on unconstrained skills persisted more than impacts on constrained skills. Rather, in some model specifications, impacts on constrained skills showed slightly more short-term persistence than impacts on unconstrained skills.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED672296
Database: ERIC
FullText Text:
  Availability: 0
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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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Recent reviews of the educational intervention literature have noted patterns of intervention impact fadeout on cognitive skills, whereby skill trajectories between children in the intervention and control group converge in the years following the end of the intervention. Some early childhood education (ECE) researchers have suggested that skill type, specifically whether a skill is "constrained" or "unconstrained" may explain variation in fadeout trajectories. The Constrained Skills View proposes that unconstrained skills, which are thought to develop across the life course, may show more persistent impacts than constrained skills, which are eventually mastered by all. For a broad, short-term test of this theory, we used the Meta-Analysis of Educational RCTs with Follow-up (MERF) to examine trajectories of fadeout and persistence by skill type across a variety of educational interventions tested in childhood and adolescence. The majority of impacts in our sample (91%) were on measures of reading and language skills. We modeled patterns of intervention impact persistence and fadeout six to twelve months after the interventions ended. After coding outcomes as "constrained" or "unconstrained," we found no evidence that impacts on unconstrained skills persisted more than impacts on constrained skills. Rather, in some model specifications, impacts on constrained skills showed slightly more short-term persistence than impacts on unconstrained skills.
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      – Text: English
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        PageCount: 100
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      – SubjectFull: Intervention
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      – SubjectFull: Persistence
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Skills
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      – SubjectFull: Skill Development
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