Brownell M D, Nickel N C, Chateau D, Martens P J, Taylor C, Crockett L, Katz A, Sarkar J, Burland E, Goh C Y
Department of Community Health Sciences, University of Manitoba , Manitoba , Canada ; Manitoba Centre for Health Policy, University of Manitoba , Manitoba , Canada.
Manitoba Centre for Health Policy, University of Manitoba , Manitoba , Canada.
Early Child Dev Care. 2015 Feb 1;185(2):291-316. doi: 10.1080/03004430.2014.913586. Epub 2014 Jun 4.
In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts ( ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were compared between FDK and half-day kindergarten (HDK) students in both targeted and universal FDK programmes. Propensity score matched cohort and stepped-wedge designs allowed for stronger causal inferences than previous research on FDK. We found limited long-term benefits of FDK, specific to the type of programme, outcomes examined, and subpopulations. FDK programmes targeted at low-income areas showed long-term improvements in numeracy for lower income girls. Our results suggest that expectations for wide-ranging long-term academic benefits of FDK are unwarranted.
在加拿大首次针对全日制幼儿园（FDK）小学毕业后的成果进行的基于人群的纵向研究中，我们使用关联行政数据追踪了15个幼儿园队列（人数从112人到736人不等）直至9年级。在三年级、七年级和八年级进行的省级评估以及九年级获得的课程成绩和学分，在针对性FDK项目和普及性FDK项目中的FDK学生与半日制幼儿园（HDK）学生之间进行了比较。倾向得分匹配队列和阶梯楔形设计比以往关于FDK的研究能得出更强的因果推断。我们发现FDK的长期益处有限，具体取决于项目类型、所考察的成果和亚人群。针对低收入地区的FDK项目显示，低收入女孩的算术能力有长期改善。我们的结果表明，认为FDK会带来广泛长期学业益处的期望是没有根据的。
