Do the effects of early childhood education programs differ by gender? A meta-analysis

Katherine A. Magnuson, Robert Kelchen, Greg J. Duncan, Holly S. Schindler, Hilary Shager, Hirokazu Yoshikawa

Research output: Research - peer-reviewArticle

Abstract

A meta-analysis was conducted to examine gender differences in the effects of early childhood education programs on children's cognitive, academic, behavioral, and adult outcomes. Significant and roughly equal impacts for boys and girls on cognitive and achievement measures were found, although there were no significant effects for either gender on child behavior and adult outcomes such as employment and educational attainment. Boys benefited significantly more from these programs than girls on other school outcomes such as grade retention and special education classification. We also examined important indicators of program quality that could be associated with differential effects by gender.

LanguageEnglish (US)
Pages521-536
Number of pages16
JournalEarly Childhood Research Quarterly
Volume36
DOIs
StatePublished - Mar 3 2016

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childhood
gender
education
Meta-Analysis
Education
special education
gender-specific factors
school
Special Education
Child Behavior

Keywords

  • Early childhood education
  • Gender
  • Meta-analysis
  • School achievement

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

Do the effects of early childhood education programs differ by gender? A meta-analysis. / Magnuson, Katherine A.; Kelchen, Robert; Duncan, Greg J.; Schindler, Holly S.; Shager, Hilary; Yoshikawa, Hirokazu.

In: Early Childhood Research Quarterly, Vol. 36, 03.03.2016, p. 521-536.

Research output: Research - peer-reviewArticle

Magnuson, Katherine A. ; Kelchen, Robert ; Duncan, Greg J. ; Schindler, Holly S. ; Shager, Hilary ; Yoshikawa, Hirokazu. / Do the effects of early childhood education programs differ by gender? A meta-analysis. In: Early Childhood Research Quarterly. 2016 ; Vol. 36. pp. 521-536
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