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What Is the Long-Run Impact of Learning Mathematics During Preschool?

ABSTRACT: The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., ) using national data sets. Implications for developmental theory and practice are discussed.

SUBMITTER: Watts TW

PROVIDER: S-EPMC5519454 | biostudies-literature | 2018 Mar

REPOSITORIES: biostudies-literature

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What Is the Long-Run Impact of Learning Mathematics During Preschool?

Watts Tyler W TW Duncan Greg J GJ Clements Douglas H DH Sarama Julie J

Child development 20170120 2

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association pro ...[more]

PMID: 28105650

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Project description:BACKGROUND:Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. METHODS AND FINDINGS:This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. CONCLUSIONS:Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. RESEARCH APPROVAL:As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release.

Project description:Kenneth Gillingham is an Associate Professor of Economics at Yale University, with a primary appointment in the School of Forestry & Environmental Studies. In 2015 to 2016, he served as the Senior Economist for Energy and the Environment at the White House Council of Economic Advisers. His research interests cover energy and environmental economics, industrial organization, technological change, and energy modeling. He held a Fulbright to New Zealand and has worked for Resources for the Future and Pacific Northwest National Laboratory. He received a PhD and two MS degrees from Stanford University and an AB from Dartmouth College. Christopher Knittel is the George P. Shultz Professor of Applied Economics in the Sloan School of Management at the Massachusetts Institute of Technology (MIT). He is also the Director of MIT's Center for Energy and Environmental Policy Research, which serves as the hub for social science research on energy and the environmental since the late 1970s. Professor Knittel is also the Co-Director of the MIT Energy Initiative's Electric Power System Low Carbon Energy Center and a co-director of The E2e Project, a research initiative between MIT, UC Berkeley, and the University of Chicago to undertake rigorous evaluation of energy efficiency investments. Jing Li holds the inaugural William Barton Rogers Career Development Chair of Energy Economics at the MIT Sloan School of Management. From 2017-2018, Jing Li was a Postdoctoral Associate of the MIT Energy Initiative. Jing's research interests lie in energy economics and industrial organization, focusing on development and adoption of new technologies. Her most recent work examines compatibility and investment in electric vehicle recharging networks in the United States and cost pass-through in the E85 retail market. Jing received double BSc degrees in Mathematics and Economics from MIT in 2011 and her PhD in Economics from Harvard in 2017. Marten Ovaere is a Postdoctoral Associate in the School of Forestry & Environmental Studies of Yale University. His research interests lie in energy and environmental economics, with a focus on electricity markets, carbon pricing, and renewable energy. Marten holds a MSc in Economics, a MSc in Energy Engineering, and a PhD in Economics from KU Leuven. Mar Reguant is an Associate Professor in Economics at Northwestern University. She received her PhD from MIT in 2011. Her research uses high-frequency data to study the impact of auction design and environmental regulation on electricity markets and energy-intensive industries. She has numerous awards, including a Sloan Research Fellowship in 2016, the Sabadell Prize for Economic Research in 2017, a Presidential Early Career Award for Scientists and Engineers award in 2019, and the European Association of Environmental and Resource Economists Award for Researchers in Environmental Economics under the Age of Forty in 2019.

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What Is the Long-Run Impact of Learning Mathematics During Preschool?

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What Is the Long-Run Impact of Learning Mathematics During Preschool?

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