Abstract
There are many individual evaluation studies regarding the effectiveness of preschool intervention programs. In this study, a meta-analysis of such evaluation studies is performed to arrive at an overall effect size of preschool intervention programs. The results of this analysis indicate that despite the diversities in intervention sites, ages of subjects at intervention, lengths of intervention, and curricula models, there is a positive homogeneous effect on the variables IQ, math and reading achievement, and percent of students not meeting educational requirements. The methods used in this analysis have implications for policymakers wishing to arrive at decisions about the overall merits of educational programs.
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