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Version 1.1 – Updated August 2021

Pre-school programs

Overview

  • Influence: Pre-school programs
  • Domain: School
  • Sub-Domain: Pre-school interventions
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: Preschool programs vary considerably in pedagogical approach, although most combine learning with play. The settings can vary from home care, play centers, kindergartens, some half day some full time, and can engage students between birth and starting school.

Evidence

  • Number of meta-analyses: 18
  • Number of studies: 826
  • Number of students: 100,148
  • Number of effects: 3,879
  • Effect size: 0.38

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Assessment for Effective Instruction Snyder & Sheehan US Integrating Research in Early Childhood Special Education: The Use of Meta-Analysis 1983 Pre school programs 8 0 182 0.48
Educational Evaluation and Policy Analysis Goldring & Presbrey Israel Evaluating Preschool Programs: A Meta-Analytic Approach 1986 Pre school programs 11 1,267 11 0.25
Review of Educational Research La Paro & Pianta USA Predicting Children's Competence in the Early School Years: A Meta-Analytic Review 2000 Pre-school to first years of schooling 70 7,243 63 1.02
Early Childhood Research Quarterly Gilliam & Zigler USA A Critical Meta-Analysis of All Evaluations of State-Funded Preschool from 1997-1998: Implications for Policy, Service Delivery and Program Evaluation 2000 Pre-school across 13 states 13 0 22 0.17
Early Education and Development. Joo, Magnuson, Duncan, Schindler, Yoshikawa, & Ziol-Guest Korea What works in early childhood education programs?: A meta-analysis. Joo, Y.S., Magnuson, K., Duncan, G.J., Schindler, H.S., Yoshikawa, H., & Ziol-Guest, K.M. (2019). What works in early childhood education programs?: A meta-analysis of preschool enhancement programs 2019 Curricular enhancements 21 0 176 0.70
Early Education and Development. Joo, Magnuson, Duncan, Schindler, Yoshikawa, & Ziol-Guest Korea What works in early childhood education programs?: A meta-analysis. Joo, Y.S., Magnuson, K., Duncan, G.J., Schindler, H.S., Yoshikawa, H., & Ziol-Guest, K.M. (2019). What works in early childhood education programs?: A meta-analysis of preschool enhancement programs 2019 Literacy/Language programs 21 0 150 0.66
Early Education and Development. Joo, Magnuson, Duncan, Schindler, Yoshikawa, & Ziol-Guest Korea What works in early childhood education programs?: A meta-analysis. Joo, Y.S., Magnuson, K., Duncan, G.J., Schindler, H.S., Yoshikawa, H., & Ziol-Guest, K.M. (2019). What works in early childhood education programs?: A meta-analysis of preschool enhancement programs 2019 Math and other curricula programs 21 0 26 0.93
Early Education and Development. Joo, Magnuson, Duncan, Schindler, Yoshikawa, & Ziol-Guest Korea What works in early childhood education programs?: A meta-analysis. Joo, Y.S., Magnuson, K., Duncan, G.J., Schindler, H.S., Yoshikawa, H., & Ziol-Guest, K.M. (2019). What works in early childhood education programs?: A meta-analysis of preschool enhancement programs 2019 Professional development programs 7 0 43 0.26
Reading: CfBT Education Trust Chambers, Cheung, Slavin, Smith, & Laurenzano USA Effective early childhood education programmes: a best-evidence synthesis 2010 Pre-school programs 38 0 38 0.15
Educational Research Review Chambers, Cheung, & Slavin USA Literacy and Language Outcomes of Comprehensive and Developmental-Constructivist Approaches to Early Childhood Education: A Systematic Review 2016 Pre-school programs 22 0 32 0.12
Society for Research on Educational Effectiveness Kelchen, Magnuson, Duncan, Schindler, Shager & Yoshikawa USA Do the Effects of Early Childhood Programs on Academic Outcomes Vary by Gender? A Meta-Analysis 2011 Early childhood programs 20 2,360 582 0.19
Quality Measurement in Early Childhood Settings Burchinal, Kainz & Cai USA How well do our measures of quality predict child outcomes? A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings 2011 Early childhood programs 20 0 97 0.24
Plos One Brunsek, Perlman, Falenchuk, McMullen, Fletcher, & Shah USA The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis 2017 Early Childhood environment rating and achievement 73 0 69 0.02
Educational Researcher McCoy, Yoshikawa, Ziol-Guest, Duncan, Schindler, Magnuson, Yang, Koepp, & Shonkoff USA Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes 2017 Early childhood on medium to long achievement 22 0 34 0.49
Unpublished Conference Paper Wilson USA School readiness and later achievement: Results from a meta-analysis of longitudinal studies 2014 School readiness to later learning 284 64,386 262 0.22
Unpublished Meeting paper Leak, Duncan, Li, Magnuson, Schindler & Yoshikawa USA Is timing everything? How early childhood education program impacts vary by starting age, program duration and time since the end of the program. 2010 Early childhood programs 117 0 1,978 0.27
Unpublished thesis Hill Do our children add up? A meta-analysis of the longitudinal effects of kindergarten schedule and mathematic achievement. 2011 Kindergarten on math 24 24,892 62 -0.04
Journal of Educational Psychology Nelson & McMaster USA The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. 2019 Early numeracy interventions 34 0 52 0.64
TOTAL/AVERAGE 826 100,148 3,879 0.38

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 5 5 5 5
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