Preschool Education in Virginia and the Resulting Academic Effects for Third and Fifth Grade At-risk Students PDF Download
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Author: Pamela Perry Randall
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia Preschool Initiative Program. This study was designed to investigate the educational impact of the state-funded preschool program on the academic achievement of at-risk students who attended school from 1999-2002. These students' third- and fifth-grade Standards of Learning tests, in the subject areas of mathematics and reading, were compared using T-tests and ANOVA calculations to determine if there existed any statistically significant differences in academic achievement. Results from the investigation did not find any significant differences in achievement between those students who attended preschool and those who did not. In fact, reading scores were higher for those female students who did not attend preschool.
Author: Pamela Perry Randall
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia Preschool Initiative Program. This study was designed to investigate the educational impact of the state-funded preschool program on the academic achievement of at-risk students who attended school from 1999-2002. These students' third- and fifth-grade Standards of Learning tests, in the subject areas of mathematics and reading, were compared using T-tests and ANOVA calculations to determine if there existed any statistically significant differences in academic achievement. Results from the investigation did not find any significant differences in achievement between those students who attended preschool and those who did not. In fact, reading scores were higher for those female students who did not attend preschool.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 306
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Consortium on Developmental Continuity
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 872
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Book Description
Author: Michel Boivin
Publisher: Guilford Publications
ISBN: 1462511570
Category : Psychology
Languages : en
Pages : 382
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Book Description
Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social-emotional development--can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.
Author: Richard H. McElroy
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
This descriptive, quantitative study examined the effects of participation in a 1-year Early Start Preschool Program for 4-year-olds in a state that requires annual testing at the end of select grades. This study has evaluated the effectiveness of the program, this research examined whether it has positively affected the results of end-of-year tests. The predictor variable for this study was participation in the Early Start preschool program. For this study, the only 2 groups assessed were children who participated in Early Start and children who did not participate in the program. The criterion variables or dependent variables in this study included the state end-of-year tests for the 3rd grade in English and math from 2003 to 2005. Each group of student scores was compared using a 2 tailed t-test, and the measure of effect determined using Cohen's d statistic. The results of this study determined that this program does not positively affect achievement in English and mathematics through 3rd grade. These findings could be used to modify the program to better meet the needs of children and justifies advocacy for children through social justice by providing conclusive evidence that an academically-focused preschool program does not meet the academic needs of young children and their families.
Author: Sandra Jones Woods
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628
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Book Description
Author: Justine Kitchens
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 206
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Book Description
