Table 5.
Fixed Effects Results for Associations between Classroom Curricula and Children’s School Readiness
| HSIS† | PPVT | WJAP | WJLW | WJSP | Behavior Problems | |
|---|---|---|---|---|---|---|
| HighScope | 0.02 (0.08) |
0.18* (0.09) |
0.09 (0.12) |
0.27* (0.11) |
0.12 (0.15) |
|
| High Reach | −0.19* (0.09) |
0.19 (0.19) |
0.26 (0.20) |
0.24 (0.15) |
−0.18 (0.23) |
|
| Scholastic | 0.11 (0.07) |
0.25* (0.11) |
0.25* (0.12) |
0.47 (0.29) |
0.10 (0.15) |
|
| Other Published Curriculum | 0.03 (0.08) |
0.10 (0.08) |
0.04 (0.09) |
0.27* (0.12) |
0.20 (0.13) |
|
| F-test (p-value) | 0.10 | 0.00 | 0.22 | 0.03 | 0.63 | |
| Observations | 1709 | 1700 | 1711 | 1709 | 1654 | |
| FACES 2003† | PPVT | WJAP | WJLW | WJSP | Behavior Problems | Social Skills |
| HighScope | −0.24 (0.16) |
−0.09 (0.18) |
−0.04 (0.17) |
−0.04 (0.13) |
−0.08 (0.21) |
−0.26 (0.22) |
| High Reach | −0.32 (0.23) |
−0.08 (0.20) |
−0.10 (0.19) |
0.29 (0.37) |
−0.43 (0.27) |
−0.25 (0.45) |
| Other Published Curriculum | −0.01 (0.08) |
−0.11 (0.09) |
−0.19 (0.14) |
−0.17 (0.12) |
0.01 (0.13) |
−0.34* (0.15) |
| F-test (p-value) | 0.52 | 0.57 | 0.68 | 0.43 | 0.60 | 0.10 |
| Observations | 1637 | 1631 | 1628 | 1565 | 1787 | 1777 |
| FACES 2009† | PPVT | WJAP | WJLW | WJSP | Behavior Problems | Social Skills |
| HighScope | −0.05 (0.05) |
−0.04 (0.09) |
0.18 (0.12) |
−0.01 (0.06) |
−0.27 (0.25) |
−0.06 (0.26) |
| High Reach | −0.33** (0.10) |
−0.18* (0.08) |
−0.11 (0.13) |
−0.24 (0.16) |
0.09 (0.13) |
−0.29+ (0.17) |
| Scholastic | −0.13 (0.16) |
0.04 (0.08) |
−0.04 (0.08) |
−0.02 (0.15) |
−0.29 (0.18) |
−0.09 (0.23) |
| Other Published Curriculum | 0.04 (0.06) |
0.12+ (0.07) |
0.04 (0.09) |
0.06 (0.07) |
−0.15 (0.10) |
0.16 (0.11) |
| F-test (p-value) | 0.09 | 0.11 | 0.74 | 0.72 | 0.45 | 0.24 |
| Observations | 2611 | 2397 | 2401 | 2477 | 2691 | 2736 |
| NCEDL | PPVT | WJAP | HT Problem Behaviors | HT Competency | ||
| HighScope | 0.02 (0.09) |
−0.04 (0.13) |
0.08 (0.12) |
0.15 (0.13) |
||
| Other Published Curriculum | 0.09 (0.11) |
−0.02 (0.14) |
−0.07 (0.14) |
0.16 (0.16) |
||
| No Published Curriculum | 0.11 (0.09) |
0.03 (0.14) |
0.33* (0.15) |
0.07 (0.16) |
||
| F-test (p-value) | 0.54 | 0.68 | 0.10 | 0.59 | ||
| Observations | 398 | 394 | 450 | 452 | ||
Note.
Program/grantee fixed effects.
State fixed effects. Clustered standard errors in parentheses. Creative Curriculum is reference group. All outcomes are in standard deviation units. Sample includes treated children from the HSIS experiment dataset only. All models include: child race, gender, age, and baseline assessment score for each outcome, mother’s education, classroom quality (ECERS), teacher controls (teacher’s education, race, and years of experience). An indicator for full-day preschool status was included in the NCEDL and FACES 2009 analysis (information not collected in FACES 2003 and only collected at center-level in HSIS). Teen mom status was included in HSIS analyses (does not exist in NCEDL or FACES). An indicator for income under 150% of the poverty line was included in the NCEDL analyses (all HSIS and FACES participants were considered poor). PPVT = Peabody Picture Vocabulary Test, WJAP = Woodcock Johnson Applied Problems, WJLW = Woodcock Johnson Letter Word, WJSP = Woodcock Johnson Spelling, HT = Hightower. For all Problem Behaviors scores, a higher score indicates a more serious problem. The F-test statistic indicates whether the curricular package indicators are jointly equal to 0.
p<.10
p<.05
p<.01