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. Author manuscript; available in PMC: 2018 Aug 16.
Published in final edited form as: Econ Educ Rev. 2018 May 4;65:107–125. doi: 10.1016/j.econedurev.2018.05.001

Appendix Table 7.

Effects of PCER treatment curricula on raw outcome scores: Effect sizes calculated based on national standard deviation

PPVT WJ Letter-Word WJ Spelling WJ Applied Problems CMAA Social Skills Problem Behaviors
I. Literacy vs. HighScope and Creative Curriculum 0.06 0.10 0.18 0.09 −0.09 −0.25 −0.001
(0.04) (0.05) (0.06) (0.06) (0.06) (0.10) (0.10)
N 890 880 830 870 890 850 860
II. Literacy vs. Locally-Developed Curricula 0.06 0.14 0.16 0.06 0.18 −0.27 0.18
(0.08) (0.11) (0.07) (0.08) (0.07) (0.19) (0.19)
N 480 480 480 480 480 450 450
III. Math vs. HighScope and Creative Curriculum 0.16 −0.09 0.07 0.27 0.35 0.29 −0.15
(0.09) (0.10) (0.10) (0.12) (0.10) (0.18) (0.16)
N 220 220 220 220 220 210 210
IV. Creative Curriculum vs. Locally-Developed Curricula 0.12 −0.04 −0.05 0.10 −0.07 −0.05 0.05
(0.07) (0.06) (0.09) (0.06) (0.09) (0.21) (0.19)
N 360 360 360 360 360 350 350

Note. Each entry represents results from a separate regression. Standard errors clustered at the school level are in parentheses. Models include fixed effects for the unit of random assignment (i.e. grantee, school). Child and family controls included child gender, race, age (months), baseline achievement and social skills; parent/primary caregiver education (years), whether working, age (years), annual household income (thousands), and whether receiving welfare. Missing dummy variables were included in the analyses to account for missing independent variables. Outcomes were standardized to have a mean of 0 and standard deviation of 1. Ns are rounded to the nearest 10 in accordance with NCES data policies.