Drew H. Bailey|Tutrang Nguyen|Jade Marcus Jenkins|Thurston Domina|Douglas H. Clements|Julie Sarama
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
University of California, Irvine|University of California, Irvine|University of California, Irvine|University of North Carolina at Chapel Hill|University of Denver|University of Denver
robust finding across research early childhood educational interventions treatment effect diminishes time children receiving intervention eventually catching children one popular explanation fadeout early mathematics interventions elementary school teachers may teach kind advanced content children prepared receiving intervention lowerachieving children control groups early mathematics interventions catch higherachieving children treatment groups alternative explanation persistent individual differences childrens longterm mathematical development result relatively stable preexisting differences skills environments direct effects previous knowledge later knowledge tested 2 hypotheses using data effective preschool mathematics intervention previously known show diminishing treatment effect time compared intervention group matched subset control group similar mean variance scores end treatment tested relative contributions factors similarly constrain learning children treatment control groups level posttreatment achievement preexisting differences 2 groups fadeout treatment effect time found approximately 72 fadeout effect attributable preexisting differences children treatment control groups level achievement posttest differences fully statistically attenuated childrens prior academic achievement psycinfo database record