Can Peers Help Sustain the Positive Effects of an Early Childhood Mathematics Intervention?

ABSTRACT: Our study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. We leveraged longitudinal data from a cluster-RCT to examine whether math achievement in kindergarten (n = 1,218) and first grade (n = 1,126) was affected by either the share of high-achieving classmates or the proportion of classroom peers who received a preschool math curriculum intervention. Analyses indicated that exposure to treated peers in first grade, but not kindergarten, was significantly associated with small gains in end-of-year achievement. Some analyses also suggested that average peer math achievement was generally positively related to children's kindergarten and first-grade achievement across conditions, though

SUBMITTER: Botvin C 

PROVIDER: S-EPMC10947215 | biostudies-literature | 2024 2nd Quarter

REPOSITORIES: biostudies-literature