The Effect of Attendance in a Pre-school Program on the Achievement Scores of a Group of Suburban Second Grade Children PDF Download
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Author: Jenny T. Wojcik
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 58
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Author: Jenny T. Wojcik
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 58
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Book Description
Author: Consortium for Longitudinal Studies
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 308
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Author: Sandra Jones Woods
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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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: Jean M. Larsen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 27
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As part of a study to investigate the immediate and long term effects of preschool upon educationally advantaged children, data from three waves of preschool-age subjects (N=291) and followup data on two waves of kindergarten-age subjects (N=171) were analyzed. All children in the sample were determined to be educationally advantaged, and all demonstrated remarkable intellectual capabilities. Five measures were selected for preschool testing. These included (1) the Test of Motor Abilities for Young Children, (2) the Slosson Intelligence Test, (3) the Gesell School Readiness Test (GSRT), (4) the Early Childhood Self-Concept Index, and (5) the California Preschool Social Competency Scale (CPSCS). For kindergarten testing, two measures were employed: the CPSCS and the GSRT. Findings indicated variation of mean I.Q. scores across all three waves favoring subjects who had attended preschool. In the first two waves of preschool subjects, variation between experimental and control groups on the social competency measure was also found to favor those who attended preschool. In kindergarten, social competency gains were shown by children who had attended preschool as well as by those who had not. However, significantly greater gains were made by females who had not attended preschool. Further study is being conducted to determine whether these differences can indeed be attributed to preschool attendance. (Author/RH)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 698
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Book Description
Author: Jacqueline M. Royce
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 590
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Book Description
Author: Ralph DeGruttola
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 264
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Author: Jennifer Lynn Sugra
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
The purpose of this quantitative study was to investigate the effect of prekindergarten attendance on boys' and girls' standardized reading achievement scores in third and fifth grade. The thrust for more emphasis on increased information regarding the impact that prekindergarten has on standardized test results, both short-term and long-term, is pertinent to educators. This study is critical in a time when meeting "adequate yearly progress" (AYP) has become increasingly more difficult for school districts, because proficiency level requirements continue to rise. In addition, the Commonwealth of Pennsylvania has proposed the new multiple measures evaluation system, which includes performance data from standardized test results from students as a factor into the teacher's performance evaluation. Existing research suggests that early learning experiences, like prekindergarten, positively impact a child's social, emotional and educational learning capacities. The long-term impact is relevant for parents and educators alike, in understanding the importance of learning opportunities from birth to age five. This understanding is relevant in helping to make informed decisions regarding prekindergarten enrollment. A causal comparative study was conducted to analyze standardized test results in reading achievement for 170 children residing in southeastern Pennsylvania. The results from this study will be helpful to various stakeholders keeping a watchful eye on early childhood education. Teachers, parents, administrators, school board members as well as political officials will develop a better understanding of how prekindergarten may affect children's long-range reading achievement. The research conducted identifies the level of attention that should be allocated for early learning initiatives and partnerships between districts and prekindergarten providers. Results from this study will aide school district personnel and early childhood advocates across the state to strategize recruitment initiatives regarding enrollment in prekindergarten. The research question associated with this study was: What is the effect of prekindergarten attendance on boys' and girls' standardized reading achievement test scores in third and fifth grade?
