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

doi:10.1016/j.ecresq.2015.12.021

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: Contribution to journal › Article › peer-review

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.

Original language	English (US)
Pages (from-to)	521-536
Number of pages	16
Journal	Early Childhood Research Quarterly
Volume	36
DOIs	https://doi.org/10.1016/j.ecresq.2015.12.021
State	Published - Mar 3 2016

Keywords

Early childhood education
Gender
Meta-analysis
School achievement

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/j.ecresq.2015.12.021

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

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.",

keywords = "Early childhood education, Gender, Meta-analysis, School achievement",

author = "Magnuson, {Katherine A.} and Robert Kelchen and Duncan, {Greg J.} and Schindler, {Holly S.} and Hilary Shager and Hirokazu Yoshikawa",

note = "Funding Information: We are grateful to the following funders of the National Forum on Early Childhood Policy and Programs: the Birth to Five Policy Alliance, the Buffett Early Childhood Fund, Casey Family Programs, the McCormick Tribune Foundation, the Norlien Foundation, Harvard University, and an Anonymous Donor. We are also grateful to the Institute of Education Sciences, US Department of Education for supporting this research (#R305A110035), and to Abt Associates, Inc., and the National Institute for Early Education Research for making their data available to us. Publisher Copyright: {\textcopyright} 2016 Elsevier Inc.",

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doi = "10.1016/j.ecresq.2015.12.021",

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AU - Magnuson, Katherine A.

AU - Kelchen, Robert

AU - Duncan, Greg J.

AU - Schindler, Holly S.

AU - Shager, Hilary

AU - Yoshikawa, Hirokazu

N1 - Funding Information: We are grateful to the following funders of the National Forum on Early Childhood Policy and Programs: the Birth to Five Policy Alliance, the Buffett Early Childhood Fund, Casey Family Programs, the McCormick Tribune Foundation, the Norlien Foundation, Harvard University, and an Anonymous Donor. We are also grateful to the Institute of Education Sciences, US Department of Education for supporting this research (#R305A110035), and to Abt Associates, Inc., and the National Institute for Early Education Research for making their data available to us. Publisher Copyright: © 2016 Elsevier Inc.

PY - 2016/3/3

Y1 - 2016/3/3

N2 - 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.

AB - 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.

KW - Early childhood education

KW - Gender

KW - Meta-analysis

KW - School achievement

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JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

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