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Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement
European Educational Research Journal ( IF 1.701 ) Pub Date : 2020-05-25 , DOI: 10.1177/1474904120925981
Sven Sierens , Piet Van Avermaet 1 , Mieke Van Houtte 2 , Orhan Agirdag 3
Affiliation  

The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders – a case characterised by near-general enrolment and a ‘schoolified’ approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed that pre-school duration was significantly yet weakly related to standardised test scores in science but not in reading. Second, pre-school duration moderately mitigated the relation between parental socio-economic status (SES) and reading outcomes. Third, the relation between pre-school duration and science/reading achievement did not vary significantly across immigrant and linguistic backgrounds. Altogether, these findings indicate a relationship between pre-school participation and short-term academic achievement that is mixed in terms of cognitive task and pupil backgrounds. The result that attending pre-school seems to counter the disparity in reading outcomes between low-SES and high-SES pupils is consistent with existing evidence.

中文翻译:

学前教育有助于促进教育公平吗?参与普及学前和四年级学业

普遍接受学前教育(早期)提高了具有较低社会经济和/或移民背景的学生的未来学习成绩的假设是欧洲许多教育政策的基础。这项研究的目的是评估佛兰德斯的这一假设-这种情况的特征是入学率接近一般,学前教育采用“学历化”的方法。我们对四年级的学业成绩进行了调查,探讨了学龄前教育的一般和公平利益,并分析了对1761名学生的调查得出的定量数据。首先,多级回归分析表明,学前时间与科学中的标准化考试成绩显着相​​关,而与阅读方面的相关性却弱。其次,学前教育适度缓解了父母的社会经济地位(SES)与阅读结果之间的关系。第三,在移民和语言背景下,学前时间与科学/阅读成绩之间的关系没有显着变化。总而言之,这些发现表明,在认知任务和学生背景方面,学龄前参与和短期学业成绩之间存在某种关系。学龄前儿童的结果似乎可以抵消低SES和高SES学生在阅读结果上的差异,这与现有证据一致。
更新日期:2020-05-25
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