Table 18.

Instructional Time Effects on End of Prekindergarten Child Outcomes

		Time in Centers			Time in Transitions
Variable	n	B	SE	Effect Size	B	SE	Effect Size
Letter‐Word	813	51.397*	13.084	.168	−2.270	24.216	−.004
Spelling	813	30.837†	17.836	.089	−26.308	29.683	−.039
Academic Knowledge	813	12.181	8.628	.053	−7.884	13.480	−.018
Oral Comprehension	813	−15.608*	6.817	−.071	−6.618	10.486	−.015
Picture Vocabulary	813	2.112	5.219	.010	10.008	8.355	.026
Applied Problems	813	−5.296	10.518	−.018	1.027	15.694	.002
Quantitative Concepts	813	2.580	8.182	.013	22.318†	12.807	.058
Copy Design	813	−2.366	2.046	−.063	−6.837*	2.972	−.094
Corsi Forward Span	813	−0.017	0.697	−.001	−0.215	1.064	−.007
Corsi Backward Span	813	−1.125	0.824	−.063	−2.100	1.300	−.060
DCCS	813	−0.670	0.412	−.086	−0.261	0.627	−.017
HTKS	813	−12.159	8.960	−.053	14.649	14.472	.033
Peg Tapping	813	−2.087	3.311	−.027	7.916	5.263	.053
Interpersonal Skills	821	0.264	0.707	.019	−0.996	1.134	−.036
Work‐Related Skills	821	1.014	0.888	.064	−0.023	1.448	−.001

Note. Coefficients are unstandardized regression coefficients and standard errors from multilevel regression models that account for nesting of teachers in schools and random assignment blocks. Covariates included in the models were pretest, gender, home language (English or not), Individual Education Plan status (additional supports for children with learning difficulties), age at pretest, and interval from pretest. Standardized effect sizes calculated indicated the change in a child's outcome in standard deviation units when the process variable increased by one standard deviation.

DCCS = Dimensional Change Card Sort; HTKS = Head‐Toes‐Knees‐Shoulders; SE = standard error.

^* p < .05.

^† p < .10.