Jenkins Jade M, Duncan Greg J, Auger Anamarie, Bitler Marianne, Domina Thurston, Burchinal Margaret
University of California, Irvine, 3200 Education, Irvine, CA 92697 (
RAND Corporation, 1776 Main St, Santa Monica, CA 90401 (
Econ Educ Rev. 2018 Aug;65:107-125. doi: 10.1016/j.econedurev.2018.05.001. Epub 2018 May 4.
We use experimental data to estimate impacts on school readiness of different kinds of preschool curricula - a largely neglected preschool input and measure of preschool quality. We find that the widely-used "whole-child" curricula found in most Head Start and pre-K classrooms produced higher classroom process quality than did locally-developed curricula, but failed to improve children's school readiness. A curriculum focused on building mathematics skills increased both classroom math activities and children's math achievement relative to the whole-child curricula. Similarly, curricula focused on literacy skills increased literacy achievement relative to whole-child curricula, despite failing to boost measured classroom process quality.
我们利用实验数据来估计不同类型的学前课程对入学准备的影响，学前课程是一种在很大程度上被忽视的学前教育投入和学前教育质量衡量标准。我们发现，大多数“启智计划”和学前班教室中广泛使用的“全儿童”课程，其课堂过程质量高于本地开发的课程，但未能提高儿童的入学准备程度。相对于“全儿童”课程，一门专注于培养数学技能的课程增加了课堂数学活动和儿童的数学成绩。同样，专注于读写技能的课程相对于“全儿童”课程提高了读写成绩，尽管未能提高所衡量的课堂过程质量。
