TY - JOUR
T1 - Dosage effects on school readiness
T2 - Evidence from a randomized classroom-based intervention
AU - Zhai, Fuhua
AU - Raver, C. Cybele
AU - Jones, Stephanie M.
AU - Li-Grining, Christine P.
AU - Pressler, Emily
AU - Gao, Qin
PY - 2010/12
Y1 - 2010/12
N2 - Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children's school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy.
AB - Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children's school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy.
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U2 - 10.1086/657988
DO - 10.1086/657988
M3 - Article
C2 - 21488322
AN - SCOPUS:79951660482
SN - 0037-7961
VL - 84
SP - 615
EP - 654
JO - Social Service Review
JF - Social Service Review
IS - 4
ER -