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Long-term effects of four preschool programs: Sixth, seventh, and eighth grades

Miller, L. B.; Bizzell, R. P.
Abstract:
This study compared the long term effects of four preschool programs on the IQ and academic achievement of students in the sixth, seventh, and eighth grade. Students who did not attend a pre-kindergarten program were used as a control group. Participants had been randomly assigned to one of the four preschools (Bereiter-Engelmann, DARCEE, Montessori, University of North Carolina Traditional prekindergarten) for the 1968-1969 school year. Students’ achievement was measured using the Stanford-Binet Intelligence Test, Wechsler Intelligence Scale for Children-Revised Form, and the Stanford Achievement Test. Results indicated that student IQ scores were similar across all groups. Montessori males demonstrated the greatest level of achievement in reading in all three grade levels. Results for math achievement indicated that Montessori males recorded superior mean scores in comparison to the DARCEE and control males students in the sixth grade, Traditional and control males in the seventh grade, and all male groups in the eighth grade. There were no significant differences in IQ or academic achievement among female students in the various groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1983
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; DISTAR; Montessori; University of North Carolina Traditional prekindergarten; Stanford-Binet Intelligence Test; Echsler Intelligence Scale for Children; Stanford Achievement Test
Source:
Child Development
Volume:
54
Pages:
725-741
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
No
Students included:
Preschool students, secondary students, at-risk students, African American students, low-SES students
Location/Setting:
Louisville, Kentucky, middle school

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