中西部儿童家长中心扩展项目中的入学准备情况：对第一年影响的倾向得分分析
School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts.
作者信息
Richardson Brandt A, Reynolds Arthur J, Temple Judy A, Smerillo Nicole E
机构信息
Department of Applied Economics, University of Minnesota, 1994 Buford Avenue, St. Paul, MN 55108.
Human Capital Research Collaborative, University of Minnesota, 301 19 Avenue South, Minneapolis, MN 55455.
出版信息
Child Youth Serv Rev. 2017 Aug;79:620-630. doi: 10.1016/j.childyouth.2017.06.042.
In this paper, we evaluate the effectiveness of the first year of a federally-funded, evidence-based preschool through third grade intervention in Chicago. We use inverse probability weighting with regression adjustment to estimate the impacts of the Child-Parent Center (CPC) program on teacher assessments of school readiness for 1,289 low-income preschool and 591 comparison-group participants. Results indicated significant positive impacts of the program for all domains, including literacy, math, socio-emotional development, science and total score. The percentage of CPC children who met national norms in school readiness exceeded the comparison group by 12 to 18.5 percentage points. Full-day participants experienced greater school readiness gains while program impacts were similar by family income and home language. Compared to the original CPC evaluation of children born in 1980 in which few comparison group children attended preschool, we find evidence that the contemporary implementation performs at least as well even though the current comparison group participants had alternative preschool experience.
在本文中，我们评估了一项由联邦政府资助、基于证据的从学前教育到三年级的干预措施在芝加哥实施第一年的成效。我们运用逆概率加权法并结合回归调整，来估计儿童-家长中心（CPC）项目对1289名低收入学前儿童和591名对照组参与者的入学准备程度教师评估的影响。结果表明，该项目在所有领域都产生了显著的积极影响，包括读写能力、数学、社会情感发展、科学及总分。达到入学准备程度国家规范的CPC儿童比例比对照组高出12至18.5个百分点。全日制参与者在入学准备方面取得了更大进步，而项目影响在家庭收入和家庭语言方面类似。与最初对1980年出生儿童的CPC评估相比（当时对照组中很少有儿童接受学前教育），我们发现有证据表明，即使当前对照组参与者有其他学前教育经历，当代实施的该项目至少表现得同样出色。
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