Download or read book The Effects of Texas s Targeted Pre Kindergarten Program on Academic Performance written by Rodney J. Andrews and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been a resurgence in research that investigates the efficacy of early investments as a means of reducing gaps in academic performance. However, the strongest evidence for these effects comes from experimental evaluations of small, highly enriched programs. We add to this literature by assessing the extent to which a large-scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services. We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services. We also find that participating pre-K increases mathematics scores for students who take the Spanish version of the TAAS tests. These results show that even modest, public pre-K program implemented at scale can have important effects on students educational achievement.
Download or read book The Effects of Texas s Targeted Pre Kindergarten Program on Academic Performance written by Rodney Andrews and published by . This book was released on 2016 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been a resurgence in research that investigates the efficacy of early investments as a means of reducing gaps in academic performance. However, the strongest evidence for these effects comes from experimental evaluations of small, highly enriched programs. We add to this literature by assessing the extent to which a large-scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services. We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services. We also find that participating pre-K increases mathematics scores for students who take the Spanish version of the TAAS tests. These results show that even modest, public pre-K program implemented at scale can have important effects on students educational achievement.
Download or read book Pre K Effects in Texas written by Kristin Kuhne and published by . This book was released on 2008 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect of Texas' targeted prekindergarten program and its structural quality on measures of academic achievement and school progress through third grade. The study uses longitudinal administrative data for five cohorts of students to examine group differences between pre-K participants and eligible non-participants. Multivariate regression analysis is used to examine group differences on third grade achievement test scores, grade retention and placement in special education controlling for student and district characteristics. The effect was allowed to vary by pre-K participation and reason for program eligibility, providing important insight into the differential impact of the program on the targeted student populations. The use of district fixed effect models further enhanced confidence in the findings. A second model uses the district's offer of treatment to investigate the potential impact of selection bias and uncovered no evidence to reduce confidence in the initial results. Finally, the study examined the effect of structural quality within the sample of pre-K participants and found a positive effect for students who participate in the program for two years vs. one. Findings demonstrate a positive and significant effect for a large scale state-funded prekindergarten program and add new insight to our understanding of the effect of program duration in addition to effects for targeted students.
Download or read book The Effects of Texas s Pre kindergarten Program on Academic Performance written by Rodney J. Andrews and published by . This book was released on 2012 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Texa s Targeted Pre kindergarten Program on Academic Performance written by Rodney J. Andrews and published by . This book was released on 2012 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Behavioral Science Policy Volume 2 Issue 1 written by Craig Fox and published by Brookings Institution Press. This book was released on 2016-11-22 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The success of nearly all public- and private- sector policies hinges on the behavior of individuals, groups, and organizations. Today, such behaviors are better understood than ever, thanks to a growing body of practical behavioral science research. However, policymakers often are unaware of behavioral science findings that may help them craft and execute more effective and efficient policies. The pages of this new journal will become a meeting ground: a place where scientists and non-scientists can encounter clearly described behavioral research that can be put into action. By design, the scope of BSP is broad, with topics spanning health care, financial decisionmaking, energy and the environment, education and culture, justice and ethics, and work place practices. Contributions will be made by researchers with expertise in psychology, sociology, law, behavioral economics, organization science, decision science, and marketing. The journal is a key offering of the Behavioral Science & Policy Association in partnership with the Brookings Institution. The mission of BSPA is to foster dialog between social scientists, policymakers, and other practitioners in order to promote the application of rigorous empirical behavioral science in ways that serve the public interest. BSPA does not advance a particular agenda or political perspective. The first issue’s contents follow. Behavioral Science & Policy, vol. 2, no. 1 Table of Contents: Editors' Note Spotlight—Pre-Kindergarten Interventions: American Policy on Early Childhood Education & Development: Many Programs, Great Hopes, Modest Prospects, Ron Haskins Evidence for the Benefits of State Prekindergarten Programs: Myth & Misrepresentation, Dale C. Farran & Mark W. Lipsey Reforming Head Start for the 21st Century: A Policy Prescription, Sara Mead & Ashley LiBetti Mitchel Home Visiting Programs: Four Evidence-Based Lessons for Policymakers, Cynthia Osborne Launching Preschool 2.0: A Road Map to High-Quality Public Programs at Scale, Christina Weiland A 10-Year Strategy of Increased Coordination & Comprehensive Investments in Early Child Development, Ajay Chaudry & Jane Waldfogel Reimagining Accountability in K-12 Education, Brian P. Gill, Jennifer S. Lerner, & Paul Meosky Featured Topic: Healthy Through Habit: Interventions for Initiating & Maintaining Health Behavioral Change, Wendy Wood & David Neal Making the Truth Stick & the Myths Fade: Lessons from Cognitive Psychology, Norbert Schwarz, Eryn Newman, & William Leach Editorial Policy
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 Learning Together written by Michael J. Kaufman and published by Rowman & Littlefield. This book was released on 2015-03-24 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a comprehensive, multi-disciplinary argument for investing in effective early childhood education programs, especially those that develop in children their proven natural capacity to construct knowledge by building meaningful relationships. Recent insights in the fields of law, policy, economics, pedagogy, and neuroscience demonstrate that these particular programs produce robust educational, social, and economic benefits for children and for the country. The book also provides legal and political strategies for achieving these proven benefits as well as pedagogical strategies for developing the most effective early childhood education programs. The book concludes by making visible the wonderful learning that can take place in an early education environment where teachers are afforded the professional judgment to encourage children to construct their own knowledge through indispensable learning relationships.
Download or read book The Starting Line written by Robert Crosnoe and published by University of Texas Press. This book was released on 2020-12-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we create high-quality learning environments for children from socially, politically, and economically marginalized groups? How do early childhood programs help to overcome the challenges created by poverty? Seeking to answer these questions, The Starting Line delves into the ups and downs of early education programs serving Latinas/os in Texas, using the state as a window into broader debates about academic opportunity and the changing demographics of the United States. Immersing readers in the day-to-day activities of Texas's early childhood education programs, Robert Crosnoe illuminates how significant obstacles can stymie the best intentions. Crosnoe pays particular attention to the complex connections among classrooms, schools, families, and communities, as well as the frequently unfolding interplay of educational philosophies. The result is a story highlighting the promises of early childhood education, the perils faced in attempting to fulfill them, and the degree to which Texas stands at the forefront of some larger movements and lags behind in others. Giving voice to bilingual educators and low-income Latina/o families, this book is a timely exploration of the strengths and needs of what will soon be the largest share of the US child population.
Download or read book Effects of Pre kindergarten Enrollment on Future School Success written by Tawnya Michelle Crow Nail and published by . This book was released on 2008 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether a difference in academic achievement existed in kindergarten and third grade between eligible pre-kindergarten students who had attended a pre-kindergarten program and those who did not attend. Data were collected on Texas kindergarten and third-grade students' socioeconomic condition, pre-kindergarten enrollment history, and student achievement, specifically, third-grade Texas Assessment of Knowledge and Skills (TAKS) scores for reading and kindergarten, Texas Primary Reading Inventory (TPRI) and Iowa Test of Basic Skills (ITBS) scores. Samples used in the study were taken from 2006-2007 kindergarten students attending a midsized Central Texas school, third-grade students from the same midsized Central Texas district, who attended a pre-kindergarten program in 2002-2003 school year, and third-grade students in the state of Texas who were eligible to attend pre-kindergarten. Independent sample t tests and single-classification ANCOVA analysis were conducted to determine whether a difference existed between the two groups. There was significant difference between students who attended pre-kindergarten and students who were eligible but did not attend pre-kindergarten at the beginning of the kindergarten school year, but the difference was no longer evident at the end of kindergarten or at the end of third grade.
Download or read book Education Law Policy and Practice written by Michael J. Kaufman and published by Aspen Publishing. This book was released on 2022-01-31 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education Law, Policy, and Practice: Cases and Materials, Fifth Edition
Download or read book The Effects of Pre kindergarten Participation on Later Academic Achievement in a North Texas School District written by Shea Stanfield-McGarrah and published by . This book was released on 2016 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for Summary.
Download or read book The Relationship Between Pre kindergarten Program Participation and Academic Achievement at Grade Three written by Martha Murguia-Garcia and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Pre kindergarten Education on Elementary Student Achievement written by Serena Pierson and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if pre-kindergarten attendance resulted in increased school readiness for kindergarten students; and if prekindergarten attendance resulted in higher student achievement for third grade students. Specifically, the data for this research was drawn from the pre-kindergarten program of a mid-size district in Houston, Texas. In terms of methodology, quantitative techniques and analysis were used to illustrate data collected from the research sample. A two-sided t-test was run on each group to model the relationship between pre-kindergarten attendance and school readiness as determined by TPRI and social screening; and, the relationship between pre-kindergarten attendance and academic success as measured by third grade TAKS. Furthermore, a multiple linear regression test was performed on each group to asses if gender and ethnicity further impacted the results of school readiness and academic success. The findings of this research showed that attending pre-kindergarten impacted school readiness in two areas and showed no impact in one area of the TPRI. The areas that showed a positive correlation were beginning letter sound identification and listening comprehension. The area that revealed no impact was blending onset rhymes and phonemes. Another notable finding is that students who had attended pre-kindergarten showed no significant edge in socialization as identified by the University of Texas Social Screener Survey. As for longer term success, pre-kindergarten attendance did not have a significant impact on third grade TAKS scores in neither reading nor math.
Download or read book Impact of Early Childhood Education on Later Academic Achievement written by Amy Weems and published by . This book was released on 2019 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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 Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8 written by Noor Amal Saud Abdulaziz and published by . This book was released on 2019 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database through Grade Levels K-8. Data were obtained by administering Istation's Indicators of Progress (ISIP) for kindergarten, TerraNova/SUPERA for Grades K-2, and State of Texas Assessments of Academic Readiness for math and reading (STAAR) for Grades 3-8. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The evaluation findings show that the TX HIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TX HIPPY program has achieved its goal of helping children maintain long-term academic success. However, the evaluation findings also indicated that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children's academic success.
