Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis
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| Title: | Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis |
|---|---|
| Language: | English |
| Authors: | Sullivan, Amanda L., Field, Samuel |
| Source: | Journal of School Psychology. Apr 2013 51(2):243-260. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2013 |
| Contract Number: | R305A060021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Kindergarten Preschool Education |
| Descriptors: | Longitudinal Studies, Cohort Analysis, Control Groups, Experimental Groups, Program Effectiveness, Special Education, Developmental Delays, Kindergarten, Mathematics Skills, Preschool Children, Disabilities, Reading Skills, Outcome Measures, Comparative Analysis, Psychometrics, Statistical Analysis, Intervention |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1016/j.jsp.2012.12.004 |
| ISSN: | 0022-4405 |
| Abstract: | The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study--Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d = -0.21) and mathematics (d = -0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. (Contains 4 tables and 1 figure.) |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2013 |
| Accession Number: | EJ1001839 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study--Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d = -0.21) and mathematics (d = -0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. (Contains 4 tables and 1 figure.) |
|---|---|
| ISSN: | 0022-4405 |
| DOI: | 10.1016/j.jsp.2012.12.004 |
