Atteberry, Allison; Bassok, Daphna; Wong, Vivian C. (2019). Educational Evaluation and Policy Analysis, v41 n4 p537-562. Retrieved from: https://eric.ed.gov/?id=EJ1232366
Reviewed: March 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Early Screening Inventory - Revised (ESI-R) |
Full-day prekindergarten—Atteberry et al. (2019) vs. Half-day prekindergarten—Atteberry et al. (2019) |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Peabody Picture Vocabulary Test (PPVT) |
Full-day prekindergarten—Atteberry et al. (2019) vs. Half-day prekindergarten—Atteberry et al. (2019) |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Other or unknown | 88% | |
| White | 12% |
| Hispanic | 74% | |
| Other or unknown | 26% |
| Free or reduced price lunch (FRPL) | 74% | |
| No FRPL | 4% | |
| Other or unknown | 22% |
The study took place in the Westminster Public Schools district, which is located near Denver, Colorado. The exact number of schools is not provided.
A total of 202 prekindergarten students were included in the study. Students eligible to be included in the analysis were those who applied to enroll in full-day prekindergarten. Fifty-one percent of the students were female. Seventy-four percent of students were eligible for free or reduced-price lunch and 22% had unknown free or reduced-price lunch eligibility. Twelve percent of the students were White and the race of other students is not reported. Seventy four percent of students were Hispanic or Latino.
Students assigned to the intervention condition were offered full-day, full-week prekindergarten. Specifically, students attended school 6 hours a day for 5 days a week. The classes were taught by teachers with a bachelor's degree and used the Little Treasures curriculum from McGraw-Hill. Eighty-six percent of students who were offered the intervention attended the program.
The comparison condition is part-day, part-week prekindergarten. Specifically, students attended school 3 hours a day for 4 days a week. Other aspects of the classroom were the same as that for the intervention condition, including staff qualifications, teacher-to-child ratios, curriculum, and the proportion of the school time spent on academic activities. Sixty-two percent of students who were assigned to the comparison condition attended the program.
No implementation support is described in the study.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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