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 ( = 1,218) and first grade ( = 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 positively related to children's kindergarten and first-grade achievement across conditions, though these results were less robust. We did not find consistent evidence to suggest that the proportion of treated peers coincided with better teaching practices. Taken together, these findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.

中文翻译：

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同伴可以帮助维持幼儿数学干预的积极影响吗？

我们的研究评估了幼儿园和一年级的同伴环境是否影响早期数学干预后的学生学习。我们利用集群随机对照试验的纵向数据来研究幼儿园 (= 1,218) 和一年级 (= 1,126) 的数学成绩是否受到成绩优异的同学的比例或接受学前数学课程的课堂同龄人的比例的影响干涉。分析表明，一年级（而非幼儿园）接触受治疗的同龄人与年终成绩的小幅增长显着相关。一些分析还表明，在不同条件下，同龄人的平均数学成绩与儿童的幼儿园和一年级成绩呈正相关，尽管这些结果不太稳健。我们没有找到一致的证据表明接受治疗的同龄人的比例与更好的教学实践相一致。总的来说，这些发现表明课堂同伴效应在维持早期干预效果方面可能只发挥有限的作用。