Drew H Bailey
Dados Biográficos
| ID | 117769 |
|---|---|
| NOME | Drew H Bailey |
| PRENOMES | Drew H |
| SOBRENOME | Bailey |
| ASSINATURA | BAILEY D H |
| AFILIAÇÕES | University of California, Irvine |
| ORCID | 0000-0002-7812-1107 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAÇÕES | 73 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Predicting Persistence and Fadeout Across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention
This study examined predictors of persistence and fadeout across multiple cluster randomized controlled trials that evaluated a preschool mathematics curriculum. We used meta-analytic methods to explore how impacts on student mathematics achievement faded between post-test (i.e., endline) and 1-year follow-up. We found that the magnitude of the impact at post-test was a strong predictor of the 1-year follow-up impact. Contrary to popular theory, …
Head Start Plus
The long-term impacts of early childhood education (ECE) programs at scale are smaller than those produced by influential demonstration programs half a century ago. Several factors likely contribute, some of which are in the control of policymakers and the designers of ECE programs (e.g., targeting and quality), and some of which are not (quality of conditions for children not served by ECE programs and children's experiences outside of ECE). Cur…
Physical punishment and lifelong outcomes in low‐ and middle‐income countries
The codevelopment of early social and cognitive skills in Ghana
Children's early skills are strong predictors of later learning outcomes. Research aiming to disentangle the causal effects of early skills from unmeasured, stable characteristics related to learning throughout development demonstrates that unmeasured confounders explain a large portion of the effects of early skills previously identified. To date, such research has been conducted exclusively in high-income Western countries, where education syst…
Why are preschool programs becoming less effective
Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well‐being of children from low‐income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid‐20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early …
Networks and directed acyclic graphs
The role of comparative processes in shaping the effects of between-class ability grouping on students’ math ability self-concept
Effects of homicide timing on test scores
This study examines the effect of homicides around schools on the standardized test scores of fifth and ninth graders (N = 4729; Mage = 12.71 years, SDage = 2.13) using a quasi-experimental design in two Colombian cities. Exposure to homicides occurring within 7 days of the test and within 500 m of the school decreases test scores by 0.10 SD. Effects show a greater sensitivity to timing than distance, becoming null as the time to the testing date…
Fadeout and persistence of intervention impacts on social–emotional and cognitive skills in children and adolescents
Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cogn…
Causal inference on human behaviour
Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1–12 (N = 1069, ages 6–18, 92% White, 2% Black, 51% female, collected 1987–1996), this study charted age-related changes in the role of dimensional comparisons in stude…
The impacts of Abecedarian and Head Start on educational attainment
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Fraction ball
Fraction and decimal number learning are notoriously difficult for elementary-aged students. Fraction Ball represents a new way to engage children in fraction and decimal number learning that is playful, engaging, embodied, physically active, and rooted in cognitive science research. In our work, we provide evidence for the efficacy of Fraction Ball in promoting rational number learning through a rigorous experimental design. We also demonstrate …
Is intervention fadeout a scaling artefact
When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review
Believing that one is either a “math person” or a “language person” can have important implications for students’ engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs is dimensional comparisons; that is, students engage in intraindividual comparisons of their subjective abilities across domains such as math …
Achievement Gaps in the Wake of Covid-19
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change f…
Persistence and Fade-Out of Educational-Intervention Effects
Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from edu…
Prevention
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-gra…
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model
Prior nonexperimental studies have been used to conclude that children's reading and mathematics achievement bidirectionally influence each other over time, with strong paths from (a) early reading to later mathematics and (b) early mathematics to later reading. In the most influential study on the topic, the early math-to-later-reading path was reported to be stronger than the early reading-to-later-math path (Duncan et al., 2007). Yet prior est…
Risky business
Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building t…
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foo…
Comparative study of reproductive skew and pair‐bond stability using genealogies from 80 small‐scale human societies
OBJECTIVES: Genealogies contain information on the prevalence of different sibling types that result from past reproductive behavior. Full sibling sets stem from stable monogamy, paternal half siblings primarily indicate male reproductive skew, and maternal half siblings reflect unstable pair bonds. METHODS: Full and half sibling types are calculated for a total of 61,181 siblings from published genealogies for 80 small-scale societies, including…
Co-father relationships among the Suruí (Paiter) of Brazil
Partible paternity refers to the conception belief that children can have multiple fathers (“co-fathers”) and is common to indigenous cultures of lowland South America. The nature of social relationships observed between co-fathers reveals information about the reproductive strategies underlying partible paternity. Here we analyze clan, genealogical, and social relationships between co-fathers for the Suruí, an indigenous horticultural population…
Risky business
Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building t…
Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model
Prior nonexperimental studies have been used to conclude that children's reading and mathematics achievement bidirectionally influence each other over time, with strong paths from (a) early reading to later mathematics and (b) early mathematics to later reading. In the most influential study on the topic, the early math-to-later-reading path was reported to be stronger than the early reading-to-later-math path (Duncan et al., 2007). Yet prior est…
Fadeout in an early mathematics intervention
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Achievement Gaps in the Wake of Covid-19
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change f…
Relatedness, Co-residence, and Shared Fatherhood among Ache Foragers of Paraguay
Hypotheses on the benefits of the practice of partible paternity are tested using demographic data for Ache foragers of Paraguay. Partible paternity refers to the institution of multiple males considered to contribute to the conception of a single offspring. Analyses focus on patterns of primary and secondary co-fatherhood among men, genealogical relationships between co-fathers, and relation between band co-residence and co-fatherhood. Results i…
Hominid Brain Evolution
Causal inference on human behaviour
Human Female Orgasm as Evolved Signal
Why are preschool programs becoming less effective
Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well‐being of children from low‐income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid‐20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early …
The impacts of Abecedarian and Head Start on educational attainment
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Hominid Brain Evolution
Men's perception of women's attractiveness is calibrated to relative mate value and dominance of the women's partner
Body counts in lowland South American violence
Human Female Orgasm as Evolved Signal
Women’s faces and voices are cues to reproductive potential in industrial and forager societies
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Marrying kin in small‐scale societies
OBJECTIVES: Marriages among kin have the dual effect of both increasing average group relatedness as well as reducing the total number of kin by eliminating more genealogically and geographically distant individuals from kinship networks. Marriage decisions therefore face a tradeoff between density of kin, or formation of intensive kinship systems, and the diversity of kin, or extensive kinship systems. This article tests the hypothesis that exte…
Relatedness, Co-residence, and Shared Fatherhood among Ache Foragers of Paraguay
Hypotheses on the benefits of the practice of partible paternity are tested using demographic data for Ache foragers of Paraguay. Partible paternity refers to the institution of multiple males considered to contribute to the conception of a single offspring. Analyses focus on patterns of primary and secondary co-fatherhood among men, genealogical relationships between co-fathers, and relation between band co-residence and co-fatherhood. Results i…
Co-father relationships among the Suruí (Paiter) of Brazil
Partible paternity refers to the conception belief that children can have multiple fathers (“co-fathers”) and is common to indigenous cultures of lowland South America. The nature of social relationships observed between co-fathers reveals information about the reproductive strategies underlying partible paternity. Here we analyze clan, genealogical, and social relationships between co-fathers for the Suruí, an indigenous horticultural population…
Comparative study of reproductive skew and pair‐bond stability using genealogies from 80 small‐scale human societies
OBJECTIVES: Genealogies contain information on the prevalence of different sibling types that result from past reproductive behavior. Full sibling sets stem from stable monogamy, paternal half siblings primarily indicate male reproductive skew, and maternal half siblings reflect unstable pair bonds. METHODS: Full and half sibling types are calculated for a total of 61,181 siblings from published genealogies for 80 small-scale societies, including…
Fadeout in an early mathematics intervention
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foo…
Risky business
Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building t…
Persistence and Fade-Out of Educational-Intervention Effects
Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from edu…
Prevention
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-gra…
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model
Prior nonexperimental studies have been used to conclude that children's reading and mathematics achievement bidirectionally influence each other over time, with strong paths from (a) early reading to later mathematics and (b) early mathematics to later reading. In the most influential study on the topic, the early math-to-later-reading path was reported to be stronger than the early reading-to-later-math path (Duncan et al., 2007). Yet prior est…
Is intervention fadeout a scaling artefact
When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review
Believing that one is either a “math person” or a “language person” can have important implications for students’ engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs is dimensional comparisons; that is, students engage in intraindividual comparisons of their subjective abilities across domains such as math …
Achievement Gaps in the Wake of Covid-19
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change f…
Fraction ball
Fraction and decimal number learning are notoriously difficult for elementary-aged students. Fraction Ball represents a new way to engage children in fraction and decimal number learning that is playful, engaging, embodied, physically active, and rooted in cognitive science research. In our work, we provide evidence for the efficacy of Fraction Ball in promoting rational number learning through a rigorous experimental design. We also demonstrate …
Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1–12 (N = 1069, ages 6–18, 92% White, 2% Black, 51% female, collected 1987–1996), this study charted age-related changes in the role of dimensional comparisons in stude…
The impacts of Abecedarian and Head Start on educational attainment
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Networks and directed acyclic graphs
Psychology (26 obras) · Developmental psychology (15 obras) · Early Childhood Education and Development (11 obras) · Mathematics (11 obras) · Demography (10 obras) · Biology (9 obras) · Evolutionary Psychology and Human Behavior (9 obras) · Computer Science (8 obras) · Sociology (8 obras) · Social Psychology (7 obras)