Using Meta-Analysis to Explain Variation in Head Start Research Results: The Role of Research Design

Autor/inn/en	Shager, Hilary M.; Schindler, Holly S.; Hart, Cassandra M.D.; Duncan, Greg J.; Magnuson, Katherine A.; Yoshikawa, Hirokazu
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Using Meta-Analysis to Explain Variation in Head Start Research Results: The Role of Research Design
Quelle	(2010), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Early Childhood Education; Economically Disadvantaged; Disadvantaged Youth; Parent Participation; Parent School Relationship; Meta Analysis; Program Effectiveness; Early Intervention; Program Evaluation; Cognitive Development; Academic Achievement; Research Methodology + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Meta-analysis; Metaanalyse; Programme evaluation; Programmevaluation; Kognitive Entwicklung; Schulleistung; Research method; Forschungsmethode
Abstract	Head Start was designed as a holistic intervention to improve economically disadvantaged, preschool-aged children's cognitive and social development by providing a comprehensive set of educational, health, nutritional, and social services, as well as opportunities for parent involvement (Zigler & Valentine, 1979). Given the current interest in ECE (early childhood education) as an intervention strategy for disadvantaged children and the magnitude of public investment in Head Start ($6.9 billion in FY 2007), it is important for researchers and policy makers to be effective designers and consumers of Head Start evaluations (Office of Head Start, 2008). Although some previous meta-analyses suggest a link between evaluation characteristics and results, evidence is mixed, and recent methodological advances have not been considered. A more detailed empirical test of the contribution of particular research design characteristics is needed to enable scholars to better understand findings from prior studies, as well as to inform future studies. This study investigates the role of such factors in explaining variation in Head Start evaluation results for children's cognitive and achievement outcomes. Specifically, the authors test whether the following research design characteristics explain heterogeneity in the estimated effects of Head Start on children's cognitive and achievement outcomes: type and rigor of design, quality of dependent measure, attrition, and activity level of control group. Although the authors are still completing coding for some Head Start studies that will ultimately be included in their final analyses, preliminary examination of the available data reveals interesting variation along methods-related characteristics between contrasts. For example, they see substantial variation in the activity level of the control group; type of research design; whether baseline equivalency was tested, and if so, whether significant differences between groups were detected; and whether other sources of bias were detected by coders. Additional variation in the type and reliability of dependent measures, timing of tests, and attrition was also detected at the effect size level. (Contains 2 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10