Download or read book An Evaluation of Voluntary Pre kindergarten VPK Participation on First and Second Grade Reading and Math Performance in an Urban School System written by Phoebe Yvette Maxwell and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the longitudinal performance of a district-wide cohort of students who had accumulated scores for both kindergarten and first and second grade analysis. The sample was disaggregated by pre-kindergarten participation and student demographics such as gender, minority status, limited English proficiency, students with disabilities, and socioeconomic status. The KRI Language, KRI Math, SAT-10 Reading, and SAT-10 Math assessment scores were used for the data analysis. Sample data were collected from the beginning of kindergarten and at the end of second grade. This study utilized the average treatment effects (ATE) model in observational studies to determine the effects of the Voluntary Pre-kindergarten (VPK) education program on the achievement measures in an urban school district. The results of the univariate tests were somewhat mixed, revealing no difference in the comparison of means test for the academic achievement outcomes between VPK and non-VPK participants in the first grade but some difference in the second grade. The ATE results revealed some important patterns. First, the study found a positive and statistically significant relationship between kindergarten achievement scores and specific first-grade and second-grade reading and mathematics skills and knowledge. Second, students with minority and low-income status, who were male, and who had disabilities, were associated with a negative impact on reading and math achievement. The study also found higher academic achievement results for second-grade students who were enrolled in schools with high Tennessee Value-Added Assessment System (TVAAS) scores and optional-school programs. Third, on the whole, the academic effects of the VPK program in later grades were mixed, where the ATE results suggest negative effects in reading and math scores in the first grade and, in some cases, evidence of positive effects in reading scores in the second grade. .

Download or read book An Evaluation of Voluntary Pre kindergarten VPK Participation on Third Grade Reading and Math Performance in a Rural School System written by Christy DeBerry Smith and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the longitudinal performance of a district-wide cohort of students who had accumulated scores for both kindergarten and third grade analysis. The sample was disaggregated by Pre-kindergarten participation and student demographics such as gender, age, minority status, rural class, and socio-economic status. STAR Early Literacy, STAR Reading, and STAR Math assessment scores were used for the data analysis. Sample data was collected from the beginning of kindergarten and at the end of third grade. Two types of analysis were conducted to complete the study. This study investigated the analysis of student performance measures based on participation in a Pre-kIndergarten program as well as the possible relationships and impact between those scores using the average treatment effect model. The results demonstrate that in a t-test analysis there was no significant effect on kindergarten scores or third grade reading. However, there was significant impact on third grade math. Once the average treatment effect was applied, there was a significant effect in third grade reading measures - both in student performance scores and domain level scores, but no major impact in math.

Download or read book The Impact of Voluntary Pre kindergarten on the Academic Achievement and Kindergarten Readiness of Students in a Large Suburban School District written by Jordan J. Rodriguez and published by . This book was released on 2013 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK programs benefit from such programs, minority students and students who come from low-socioeconomic backgrounds benefit at an even higher level. The intent of this study was to determine to what extent, if any, a VPK program within a large, suburban school district impacted the academic achievement and kindergarten preparedness of participants in comparison to students who did not participate in the VPK program offered by the district. To measure the impact, student scores on the 2006-2007 Florida Kindergarten Readiness Screener (FLKRS) were compared through the use of an independent samples t-test. The same students had their 3rd grade Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics scored compared as well. Two groups were compared against one another. The control group was a group of students who did not participate in the VPK offered by the school district. The treatment group was the group of students that participated in the district offered VPK. The results of each of the independent sample t-tests conducted determined that there was not a statistically significant different in either student preparedness or student academic achievement between the VPK participant group and the non-participant group.

Download or read book Evaluation of the Tennessee Voluntary Prekindergarten Program written by Mark W. Lipsey and published by . This book was released on 2013 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2009, Vanderbilt University's Peabody Research Institute, with the assistance of the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children including those with disabilities and limited English proficiency. The current report is the second in a series that presents findings from this evaluation. The prior report described outcomes at the end of the pre-k year for the children in the Intensive Substudy sample who participated in TN-VPK in comparison to those who did not participate. The present report summarizes the longitudinal effects of TN-VPK on kindergarten outcomes and those first grade outcomes that are currently available. At the end of prekindergarten, TN-VPK effects could be examined only on early achievement measures and teacher ratings of academic skills and behavior obtained at the very beginning of the kindergarten year. A notable addition in this current report is that results are now available on several other "non-cognitive" academic outcomes, including grade retention, attendance, recorded disciplinary actions, and special education services.

Download or read book Children s Reading and Mathematics Achievement in Kindergarten and First Grade written by Kristin Denton and published by . This book was released on 2002 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Providing Two Years of Pre kindergarten on Academic Performance and Cost Benefits in the San Antonio Independent School District written by Tambrey Johnson Ozuna and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic performance of students who attended two years of pre-kindergarten in San Antonio Independent School District (SAISD), and to determine if there was a cost benefit for the district in providing an additional year of pre-kindergarten. Previous research studies have shown that participation in a high-quality pre-kindergarten can have both positive academic and social outcomes (Barnett, 2005; Gormley, Phillips, & Gayer, 2008; Ramey, Ramey, & Stokes, 2009; Reynolds & Temple, 1998; Saluja, Early, & Clifford, 2001; Schweinhart, 2004; Wong, Cook, Barnett, & Jung, 2008). However, these studies focused only on 4-year-olds who attended pre-kindergarten for one year. This study addressed the participation of 3-year-olds in the SAISD pre-kindergarten program. The academic performance of students who attended pre-kindergarten for two years was analyzed along with those who attended one year of pre-kindergarten and those who did not participate in pre-kindergarten at all. Students in all three study groups were those that had been continuously enrolled in SAISD from their point of entry into school through third grade. Academic performance was analyzed based on participants' results on the Texas Primary Reading Inventory and the third grade Texas Assessment of Knowledge and Skills (TAKS) in reading and mathematics. In addition, the expenditures and cost benefits associated with providing the pre-kindergarten program were analyzed, as well as the costs associated with retention, special education, and remediation.

Download or read book A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children s Skills and Behaviors Through Third Grade Research Report written by Mark W. Lipsey and published by . This book was released on 2015 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2009, Vanderbilt University's Peabody Research Institute, in coordination with the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process, with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children, including those with disabilities and limited English proficiency. The current report presents findings from this evaluation summarizing the longitudinal effects of TN-VPK on pre-kindergarten through third grade achievement and behavioral outcomes for an Intensive Substudy Sample of 1076 children, of which 773 were randomly assigned to attend TN-VPK classrooms and 303 were not admitted. Both groups have been followed since the beginning of the pre-k year.

Download or read book The Influence of a Pre kindergarten Experience on Student Academic Progress in Reading and Math Acquisition of Work Habits and Proper Conduct in Public School written by George Shannon Truman and published by . This book was released on 1999 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined the influence of attending Head Start or Title I prekindergarten on student academic progress in reading and math as well as acquisition of appropriate work habits and conduct. The study tracked the rate of academic progress on two separate groups of Head Start attendees and two separate groups of Title I prekindergarten students as they progressed from kindergarten through grade three. In kindergarten through second grade, report card scores in reading, math, work habits, and conduct of students receiving an academic pre-kindergarten experience were compared to those of students with no academic pre-kindergarten experience. All children studied were from families with similar socioeconomic status. In third grade, the pre-test and post-test scores on the North Carolina End-of-Grade Test administered in reading and math in grade three were compared. A Hierarchical Linear Model measured the initial status and growth rate within and between students and a repeated measures analysis of variance was used to analyze the End-of-Grade Test data. The students having a Head Start or Title I prekindergarten experience demonstrated significant, modest gains over no pre-kindergarten experience children in acquisition of reading and math skills in kindergarten and first grade. There were no significant differences in reading and math performance among all four groups in second and third grades. Furthermore, there were no significant differences in the child's acquisition of work habits or appropriate conduct skills at any grade level.

Download or read book Impact of the Education Level of Voluntary Prekindergarten Teachers Upon Kindergarten Student Readiness Rates written by Teresa A. Wright and published by . This book was released on 2012 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site. Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.

Download or read book The Impact of Pre kindergarten Enrollment on Student Performance as Identified by Third Grade Reading and Math Texas Assessment of Knowledege and Skills TAKS Scores Among Selected Title 1 Elementary Schools written by Wanda Maldonado and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.

Download or read book Effects of the Tennessee Voluntary Pre Kindergarten Program on School Readiness written by Mark W. Lipsey and published by . This book was released on 2012 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relatively few rigorous studies of the effectiveness of contemporary public prekindergarten programs have been conducted despite the growing number of programs and large monetary investments they require. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Prekindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. Research studies have reported the rapid neurological, cognitive, and social-emotional growth that takes place during the first five years of life and the positive effects of high-quality early childhood educational programs. In recent years, however, TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a longitudinal randomized control trial (RCT) and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results for two cohorts of RCT participants.

Download or read book Investigating Academic Performance Between Hispanic Pre kindergarten Students Enrolled and Not Enrolled in a Structured Literacy Program in Selected Elementary Schools written by Veronica Fanelle Guerra and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact on the academic performance of Hispanic pre-kindergarten students after participating in a three year structured literacy program compared to the academic performance of Hispanic prekindergarten students not in a structured literacy program in selected elementary schools in the Laredo Independent School District in Texas. This study's objective was to determine if participation in a structured literacy program is beneficial. This study will provide information and direction for district educators and school leaders contemplating the benefits of a three year old pre-kindergarten program at all district campuses. The researcher's hypothesis that young Hispanic children, given the opportunity to attend a three year old structured literacy program, will acquire literacy skills and perform academically above what is normally is expected for this age group, is supported by literature and studies reviewed. Key to the purpose of this study is the understanding that as children grow and develop in today's competitive society, literacy is important because it provides a foundation for life-long learning. For that reason it becomes necessary to educate all children at an early age. Given that in today's volatile educational system, a comprehensive early childhood program has not been adopted much less one that focuses on pre-literacy and literacy skills; it is vital to examine the possible benefits. Currently, school districts and private institutions allow children to enter a kindergarten at different levels of literacy development and reading readiness; this is even truer for today's divergent and burgeoning Hispanic population. Based on research, students tend to fare better, both short-term and long-term when allowed to enter an early educational setting. While no specific program is identified as key to this success, it only stands to reason that one that is structured and that has a well defined curriculum would fare better. Conclusions from this study provide data reflecting a need to provide an early pre-literacy program, improvement of teacher training, and greater parental involvement. It is this researcher's contention that schools benefit from further research regarding the implementation of like programs in other geographic regions and with other participants.

Download or read book An Analysis of the Relationship Between Participation in an Extended day Kindergarten Program and the Performance of Its Participants in Third grade Pennsylvania System of School Assessment Reading Scores written by Cynthia A Holland and published by . This book was released on 2012 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effects of Voluntary Prekindergarten Providers on Kindergarten Readiness written by Toni Denise Drummond and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: American parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children's educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child's future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK Provider Kindergarten Readiness Rates of public schools were compared to the VPK Provider Kindergarten Readiness Rates of private learning centers and, more specifically, of Seventh-day Adventist private learning centers. Furthermore, this study was conducted to examine whether a difference exists in the kindergarten readiness between VPK providers in urban and rural counties. This quantitative, non-experimental, causal comparative study explored the Kindergarten Readiness Rates of each of the 5,636 public and private VPK providers in the state of Florida. The Florida Kindergarten Readiness Screener was used to assess the kindergarten readiness level of each student. Individual student scores were tracked to the VPK provider that the students attended in order to assign a Readiness Rate for each provider. This screener consisted of the Early Childhood Observation System[trademark sign](ECHOS[trademark sign]) and the Florida Assessments for Instruction in Reading (FAIR). A one-way analysis of variance (ANOVA) was utilized to examine significant differences between public school, private, and Seventh-day Adventist providers. The ANOVA was followed by a Scheffe post-hoc test to determine where differences occurred. The findings revealed that there existed a statistically significant difference in the means of public school and private VPK providers. Public school providers were found to have achieved higher Provider Kindergarten Readiness Rates than private providers. It was also found that though Seventh-day Adventist providers had a slightly lower average Provider Kindergarten Readiness Rate than public school providers and a slightly higher average than other private providers, this difference was not statistically significant. A two-way factorial ANOVA was performed to examine if significant differences existed in the average Provider Kindergarten Readiness Rate when considering both the type of community (urban or rural) where the provider was located and the type of provider (public or private). The findings indicated that there was no statistically significant difference in Provider Readiness Rate when examining the interaction between the provider type and community type.

Download or read book Effects of Prekindergarten Participation on Reading Achievement Among English Language Learners who are Socioeconomically Disadvantaged in Grades One Two and Three in a Large Urban Public School District in North Texas written by Diane Aldrich Permenter and published by . This book was released on 2013 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Variations in Preschool Education and the Impact on First Grade Student Reading Achievement written by Sue Ellen Kanigsberg and published by . This book was released on 2008 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work examined variations in preschool education and the subsequent impact on first grade reading achievement in a sample of 64 children. The study was divided into three parts. The first part involved kindergarten and first grade teachers participating in a focus group interview where they were asked to share their views on issues relating to school readiness and the important early literacy skills children acquire during the preschool years. The second part of the study involved parents of second grade children reflecting on their child's early literacy preschool experiences. A survey was used to determine the child's preschool setting and the self-reported literacy practices used by parents with regards to their child's preschool experiences. The third part of the study examined DIBELS archival data that served as an intensive focus on measures of phonemic awareness and projected reading achievement. Results demonstrated that children who attended non-parental home-based preschool were slightly lower-performing kindergarteners in the area of early literacy. Findings generally confirm that children who attend a public pre-kindergarten setting enter kindergarten with somewhat higher levels of academic skills than children from other preschool settings.

Download or read book Experimental Evaluation of the Tools of the Mind Pre K Curriculum Technical Report Working Paper written by Dale C. Farran and published by . This book was released on 2015 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual prekindergarten curricula in use in the school system. In order to assess the long-term impacts of "Tools" on student academic achievement and self-regulation outcomes, students were followed into kindergarten and first grade. Participating classrooms were also observed three times during the prekindergarten year using multiple measures designed to capture implementation fidelity as well as child and teacher behaviors in the classroom. The project was fortunate to have participants from Franklin Special School District, Lebanon Special School District, Wilson County School District, and Cannon County School District in Tennessee as well as Guilford County Schools and Alamance-Burlington School System in North Carolina. The evaluation involved two cohorts of children. Cohort 1 (2010-2011) included the four Tennessee school systems and Guilford County Schools in North Carolina and involved children from 60 classrooms ("Tools" = 32) in 45 schools ("Tools" = 25). Cohort 2 (2011-2012) included Alamance-Burlington School System in North Carolina with children from 20 classrooms ("Tools" = 10) in 12 schools ("Tools" = 5). The research design investigated the effectiveness of "Tools," by conducting a longitudinal cluster-randomized experiment to address the questions: (1) Do children in "Tools of the Mind" classrooms improve more in literacy, math, social skills, and exhibit reduced behavior problems during the preschool year than children in "business as usual" comparison classrooms? (2) Do children in "Tools of the Mind" classrooms show greater gains in learning-related self-regulation than children in the comparison classrooms? (3) Are there differential effects of "Tools of the Mind" associated with characteristics of the children? And, (4) Do the effects of participating in a "Tools of the Mind" classroom sustain into kindergarten and first grade? In addition, an extensive battery of observational measures was employed to examine implementation fidelity and other classroom processes that might have mediated the curriculum effects. Overall, the authors found no significant effects of the "Tools of the Mind" curriculum on literacy, language or mathematics achievement when compared to business as usual classrooms whose teachers used a variety of curricular approaches. Similarly, they found no effects on Self-Regulation. Gains in achievement and self-regulation were correlated, r = 0.35. Additional outcomes and future directions are recommended. (Contains 53 tables.) [For "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report," see ED574843.].