Predicting Persistence and Fadeout across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention. EdWorkingPaper No. 26-1365
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| Title: | Predicting Persistence and Fadeout across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention. EdWorkingPaper No. 26-1365 |
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| Language: | English |
| Authors: | Tyler W. Watts, Caroline M. Botvin (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| 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: | 57 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) Heising-Simons Foundation Overdeck Family Foundation Richard W. Goldman Family Foundation Institute of Education Sciences (ED) |
| Contract Number: | 1R01HD09593001A1 R305K050157 R305A140126 R305A080200 R305A080700 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, Preschool Curriculum, Mathematics Education, Mathematics Achievement, Academic Persistence, Predictor Variables, Intervention, Program Effectiveness, Followup Studies, Federal Programs, Low Income Students, Social Services, Randomized Controlled Trials |
| Geographic Terms: | New York (Buffalo), Massachusetts (Boston), Tennessee, California (San Diego), New York (New York) |
| Laws, Policies and Program Identifiers: | Head Start |
| Abstract: | This study examined predictors of persistence and fadeout across multiple cluster RCTs that evaluated a preschool mathematics curriculum. We used meta-analytic methods to explore how impacts on student mathematics achievement faded between post-test (i.e., endline) and one-year follow-up. We found that the magnitude of the impact at post-test was a strong predictor of the one-year follow-up impact. Contrary to popular theory, we found that intervention impacts faded faster when students attended sites that showed more learning in the year following the end of the intervention. Factors related to intervention fidelity and dosage did not strongly predict fadeout patterns after considering the magnitude of the post-test effect. Results suggest that educational program evaluators can use immediate impacts to forecast follow-up effects. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678327 |
| Database: | ERIC |
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