TY - JOUR
T1 - Conventional and piecewise growth modeling techniques
T2 - Applications and implications for investigating head start children's early literacy learning
AU - Hindman, Annemarie H.
AU - Cromley, Jennifer G.
AU - Skibbe, Lori E.
AU - Miller, Alison L.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a grant from the Administration for Children & Families/Office of Planning, Research, and Evaluation (#90YR0012) to the fourth author.
PY - 2011/6
Y1 - 2011/6
N2 - This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey (FACES) data set, 1997 cohort, the authors show how piecewise models revealed discrete contributions of child, family, and classroom experiences to children's literacy skills within particular years, whereas conventional models, which considered the whole 3-year trajectory of change as a single outcome, revealed fewer of these nuanced contributions.
AB - This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey (FACES) data set, 1997 cohort, the authors show how piecewise models revealed discrete contributions of child, family, and classroom experiences to children's literacy skills within particular years, whereas conventional models, which considered the whole 3-year trajectory of change as a single outcome, revealed fewer of these nuanced contributions.
KW - content area
KW - design and evaluation of programs and policies
KW - education
KW - outcome evaluation (other than economic evaluation)
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U2 - 10.1177/0193841X11412068
DO - 10.1177/0193841X11412068
M3 - Review article
C2 - 21917710
AN - SCOPUS:80052678065
VL - 35
SP - 204
EP - 239
JO - Evaluation Review
JF - Evaluation Review
SN - 0193-841X
IS - 3
ER -