Secondary Analyses

Three secondary analyses were conducted to examine the variation in impacts of the CLIO curricula.

Year of Implementation. One hypothesis of the CLIO study was that impacts might be greater in the second year, when most projects could be assumed to have had 2 years to reach full implementation. With respect to child outcomes, there is evidence that the CLIO combined curricula had statistically significant negative effects on four of the seven children’s language and literacy outcomes in the first year of implementation. By the second year, rough parity with the control group was achieved. There is little evidence of differential effects by year for child social competence, parent outcomes, instructional outcomes, and participation.

Analysis of Growth for Child and Parent Outcomes. While the primary impact analysis measures parent and child outcomes at the end of preschool, the study also examined impacts on the pattern of growth from fall to spring. The only significant finding was that the CLIO parenting curricula had a positive incremental effect on parent responsiveness to their child.

Interactions of Study Group with Ethnicity and Home Language. About half of all children in the CLIO sample spoke a home language other than English. An analysis of interactions found that impacts on children’s emergent literacy did not vary significantly as a function of home language or ethnicity.