Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

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

Miller, L. B.; Bizzell, R. P.
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:
Main publication type:
Program Effectiveness
Reading; DISTAR; Montessori; University of North Carolina Traditional prekindergarten; Stanford-Binet Intelligence Test; Echsler Intelligence Scale for Children; Stanford Achievement Test
Child Development
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
Students included:
Preschool students, secondary students, at-risk students, African American students, low-SES students
Louisville, Kentucky, middle school

Research Article Request Button newsite3

Upcoming Events

There are no up-coming events

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01