A Research Study Comparing the Effects of Preschool Attendance on Kindergarten Test Scores PDF Download
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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: 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: 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.
Author: Ohio. Division of Early Childhood Education
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 71
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Book Description
Author: Kelsey Musselman Carroll
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 392
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Book Description
The purpose of this study was to examine the impact of preschool education on students' kindergarten readiness and subsequent kindergarten performance in a low socioeconomic primary school. There are several factors that influence a child's readiness for school, including the children's natural talents and abilities, their families, their early environments, their schools, and their communities. -- The setting for this research was a primary school located within a small, urban school district in the piedmont area of North Carolina. For the purpose of this study, all kindergarten students were placed into three subgroups: kindergarten students who attended the prekindergarten program at the primary school, kindergarten students who attended an outside prekindergarten program in the surrounding community, and kindergarten students who have no record of prekindergarten attendance. -- The study's methodology included assessing all kindergarten students prior to the start of the school year using the fourth edition of the Developmental Indicators for the Assessment of Learning (DIAL-4) kindergarten readiness screening assessment, and then comparing these scores to a) whether or not the student attended a prekindergarten program prior to starting school; and b) student achievement data recorded at three benchmark checkpoints (3, 5, and 7 months) throughout the kindergarten school year. Data on teacher perceptions of the effect of preschool on kindergarten readiness and student achievement were also collected and analyzed. -- When looking at kindergarten readiness, results suggest that children who attended a prekindergarten program prior to starting school scored significantly higher on the DIAL-4 readiness screening assessment than their peers who did not attend prekindergarten. In further analyzing the data, students who attended a prekindergarten program in the surrounding community scored significantly higher on the DIAL-4 readiness screening assessment than students who either attended the district prekindergarten program or did not attend prekindergarten. -- When looking at subsequent kindergarten performance, students who were originally identified as being ready for school did not, after 7 months of classroom instruction, score significantly higher in literacy, math or social development than their peers who were originally identified as being delayed. Additionally, students who attended a prekindergarten program prior to starting school did score significantly higher in math proficiency than their peers who did not attend prekindergarten, but there were no significant differences between the two groups for either literacy or social development.
Author: Consortium for Longitudinal Studies
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 308
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Book Description
Author: Sabrina Miller
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 103
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Book Description
A student’s educational development is brought on through learning experiences and lessons that enhance school readiness and set the tone for the remainder of that student’s life. School readiness begins with attendance in a preschool environment. Although not mandatory, the educational journey can begin in prekindergarten where children are exposed to a variety of lessons and experiences that enhance literacy, social, math, and physical skills. This study examined the impact that prekindergarten had on the social and behavior skills, also known as social foundations using a causal-comparative design. Specifically, this study determined if there was a difference among the Kindergarten Readiness Assessment (KRA) social foundation scores of students who attend prekindergarten programs compared to students who do not attend prekindergarten programs. This study included KRA scores from kindergarteners enrolled in a school district in Maryland during the 2016-2017. For the 2016-2017 school year, the study assessed 213 students using KRA. From that population, 70 samples were analyzed using the Kruskal Wallis H Test. Based on the test, there were significant differences among the KRA social foundation scores of kindergarten students who attended Head Start, school-based prekindergarten, private preschool, or no prekindergarten program. This study was important since it addressed students’ social development at the beginning of their educational career in different learning environments. Additionally, it provided information on the development of the whole child.
Author: Jane C. Hubbard
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 42
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Book Description
This study compared Stanford Achievement Test scores by kindergarten students to evaluate the success of the first prekindergarten program at Aberdeen Elementary School. Comparisons were made between a group of sixteen students who participated in the prekindergarten program and sixteen who did not. Scores were also compared according to sex, race, and socio-economic status to investigate potential influences from other characteristics of the students. Mean differences in scores were determined using an analysis of variance. The hypothesis in this study was that no significant difference occurred in test scores based on participation in the prekindergarten program. Although average scores in both reading and math were higher and less variable with students who attended prekindergarten, the null hypothesis was accepted. However, the analysis did show significantly lower scores in both reading and math for students of a lower socio-economic status. Although a significant difference was not found with respect to prekindergarten participation, it was recommended that the prekindergarten program be continued. Higher minimum scores on achievement tests after prekindergarten indicated a benefit to deficit children. Significantly lower scores from students of a lower socio-economic status also indicated potential benefits from preschool education, especially when directed toward disadvantaged children.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309068363
Category : Education
Languages : en
Pages : 464
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Book Description
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
Author: Stacy B. Ehrlich
Publisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
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Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
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.
