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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
FullText Text:
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  Data: Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis
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  Data: 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
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: 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.)
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  Data: 2013
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  Data: EJ1001839
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        PageCount: 18
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        Type: general
      – SubjectFull: Cohort Analysis
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      – SubjectFull: Control Groups
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      – SubjectFull: Reading Skills
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      – SubjectFull: Intervention
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      – SubjectFull: Early Childhood Longitudinal Survey
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      – TitleFull: Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis
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