Table 3.

Effects of treatment curricula on classroom observational measures at the end of preschool

	ECERS total score	TBRS Math	TBRS Literacy	Arnett total score
I. Literacy vs. HighScope and Creative Curriculum	0.25	−0.14	0.07	0.16
	(0.15)	(0.19)	(0.20)	(0.17)
N	860	840	840	850
Classroom N= 100
II. Literacy vs. Locally-Developed Curricula	0.56	0.47	0.78	0.28
	(0.27)	(0.36)	(0.44)	(0.25)
N	430	410	410	410
Classroom N=60
III. Math vs. HighScope and Creative Curriculum	0.21	1.19	0.38	0.67
	(0.32)	(0.53)	(0.30)	(0.51)
N	200	200	200	200
Classroom N=30
IV. Creative Curriculum vs. Locally-Developed Curricula	0.62	0.51	0.71	1.00
	(0.32)	(0.25)	(0.23)	(0.65)
N	340	320	320	330
Classroom N=30

Note. Each entry represents results from a separate regression. Standard errors clustered at the school level are in parentheses. Fixed effects at the random assignment site level are included in all analyses. Child and family controls included for 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. Classroom observational measures at baseline, time in days from the start of the preschool year and the date of the observational assessment, a quadratic version of this time in days, and the time in days between a classroom’s fall and spring observational assessment were also included for the estimates for the Arnett and ECERS. Duration of TBRS observation in minutes was included in TBRS Math and Literacy models. 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.