A Longitudinal Research Study of the Effects of Preschool Attendance & Kindergarten Schedule PDF Download
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Author: Ohio. Division of Early Childhood Education
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 71
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Book Description
Author: Ohio. Division of Early Childhood Education
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 71
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Book Description
Author: Consortium for Longitudinal Studies
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 38
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
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Author: Consortium for Longitudinal Studies
Publisher: Psychology Press
ISBN:
Category : Education
Languages : en
Pages : 520
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Book Description
First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Evyn Young Crocker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 102
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Book Description
This quantitative research study examines Lexia Reading test scores between two groups of students; one group of 20 students attended either a preschool or prekindergarten program and the second program of 18 students did not attend preschool or prekindergarten. A t test between two independent sample means yielded results indicating a statistically significant difference in the two sets of reading test scores with the preschool group attaining significantly higher test scores than the non-preschool group. A review of literature includes information on the importance of early interventions that can be utilized in a preschool environment, the stages of early reading development that can be fostered in a preschool setting and the uses and benefits of computerized instruction such as Lexia. This study relates all information, results, and conclusions to how schools may be able to easier attain Annual Yearly progress as required by the No Child Left Behind Act of 2001 and encourages the re-allotment of funds to pay for early preschool classrooms containing early intervention programs instead of funding remediation programs in the upper elementary and middle grades.
Author: Consortium on Developmental Continuity
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
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Book Description
Author: Consortium on Developmental Continuity
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
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Author: Jerry West
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Author: Lisa Cox Hull
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
In an era of high stakes testing and accountability, educators and policy makers are working to improve the educational outcomes for children. In a quest to help children achieve at high levels, Pre-Kindergarten is often cited as a proactive strategy to address the academic gaps many children have upon entering school. While the goal of Pre-Kindergarten is to prepare children for later schooling, it is important to determine if this costly strategy has sustainable, long-term academic benefits The purpose of this research was to determine if a Title I, Part A Pre-Kindergarten program had an impact on the later academic achievement of children in a rural, high poverty, high minority, public school district in Mississippi. The results from this study can provide educators and policymakers with data as they work to align resources to provide an effective education program. It can provide educators with information to review and revise practices and procedures for positive early childhood education experiences. The quantitative, causal-comparative study examined the 3rd-grade academic achievement of children to determine if a significant difference existed between the The overall collective data results from the study suggest Pre-Kindergarten participation does not significantly improve the reading scores of children at the end of 3rd-grade. Although variances in the data were shown, it may be a result of the small sample sizes. The children who attended Pre-Kindergarten did miss significantly fewer days of school. The recommendations for future research are as follows: (a) conduct a longitudinal study to determine how students who received Pre-Kindergarten services compared to those who did not in later grades such as grades five, eight, and a later high school grade, (b) replicate the study with data from the children who received Pre-Kindergarten services in an Early Learning Collaborative in Mississippi, and (c) conduct a qualitative study of 3rd grade teachers to see if they recognize a difference between the Pre-Kindergarten participants and non-participants.
Author: Nancy D. Washington
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
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Book Description
School attendance is positively related to academic achievement. Absenteeism directly affects the amount of learning at the elementary level. Research shows that students with better attendance score higher on achievement tests. This quantitative design that used pre-existing data compared the effects of attendance on GKAP-R test scores during the 2007-2008 school years. A t-test was used to compare the means of two independent samples. The researcher concluded that for these two samples of students, attendance was not significant. Based on the findings of this study, more research needs to be done on the effects of school attendance with a longitudinal study covering a three to five year period.
