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 The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012 2014 written by Brandon Hanshaw and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stakeholder perceptions included the successful and challenging elements of leading and teaching VPK within the research school district as well as how parents come to the decision of selecting the research school district as their VPK provider of choice over other available providers.

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 Preschool Education on Students Kindergarten Readiness and Subsequent Kindergarten Performance written by Kelsey Musselman Carroll and published by . This book was released on 2012 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 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 The Impact of a Pre first Transition Class on the Subsequent Achievement of Kindergarten Students who are at Risk in a Suburban School District of Missouri written by Rita Irene Wildhaber and published by . This book was released on 1998 with total page 254 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 Immediate and Longitudinal Effects of the Tennessee Voluntary Pre Kindergarten Program on Student Cognitive and Non Cognitive Outcomes written by Mark W. Lipsey and published by . This book was released on 2014 with total page 7 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 that accompany them. 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 Pre-Kindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. 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 randomized control trial (RCT) design 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 from the RCT through first grade. One table is appended.

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 The Impact of Pre kindergarten Programs on Student Achievement in Mississippi Elementary Schools written by Fletcher B. Harges and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because school readiness is such a huge concern for instructional leaders of Mississippi schools, there is a need to determine the benefits associated with offering pre-k to all students throughout the state. Therefore, the purpose of this study was to examine the impact pre-k has on the academic achievement of students in Mississippi school districts. Two hypotheses were tested in order to determine if a significant difference existed between pre-k attendees and non-attendees using 2015-2016 MAP test data in reading and math. After conducting an independent samples t test, findings from this study suggested there is a significant difference between the MAP reading and math test scores of 2015-2016 third grade students in Mississippi schools who attended public school pre-k programs and students who did not. Thus, it is important to invest more resources in pre-k in efforts to close the achievement gap between MS and the neighboring states.

Download or read book The Impact of Pre Kindergarten on Later Academic Achievement in a Mississippi School District written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 students who received Pre Kindergarten services and those who did not. Student scale scores on the Mississippi Department of Education 3rd Grade Reading Summative Assessment and student attendance data were used to explore students later academic achievement. 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

Download or read book The Relationship Between Participation in Prekindergarten and Early Elementary Achievement written by Kelley Rosney and published by . This book was released on 2010 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of attending Prekindergarten on students' readiness for and academic achievement during the Kindergarten year was investigated using data collected by a large urban school district. This study found that there is a significant, immediate effect of attending Prekindergarten on student readiness for Kindergarten. This effect dissipated during the Kindergarten year, showing significant effects only on some subscales of standardized testing used to measure achievement throughout the year. By the 4th quarter, these effects were not found in the sample. Socioeconomic status was not shown to have a significant moderating effect overall, but gender did have a significant moderating effect on measures of Kindergarten achievement during the school year. Additionally, a review of the body of empirical evidence gathered to date about the efficacy of Prekindergarten programs, especially for low SES and minority students was conducted, with implications and recommendations for policy makers. This review focused on the components of highly effective programs as a model for policy makers to follow.

Download or read book The Impact of Pre Kindergarten Attendance on Later Academic Achievement in a Mississippi School District written by Lisa Cox Hull and published by . This book was released on 2018 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 Relationship Among School District Size Property Wealth Ethnicity and Prekindergarten Participation to Kindergarten Readiness written by Christopher J. Eberlein and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kindergarten readiness has been viewed as a strong predictor for academic success. Achievement gaps among low-income and ethnic minority children at kindergarten entry have often affected future educational outcomes. Participation in prekindergarten has been related to an increase in kindergarten readiness, a decrease in retention and referrals to special education, and an increase in high school graduation rates. Recent focus on high-quality components for prekindergarten in Texas indicate that policymakers view prekindergarten as a critical strategy for reducing achievement gaps. This study examined the relationships between district size, property wealth, ethnicity, and participation in public prekindergarten to kindergarten readiness in Texas public school districts in 2016-2017. The study utilized an ex-post facto, quasi-experimental research design based on student performance and school district data published by the Texas Education Agency. One-way ANOVA results showed no significant differences between nine district sizes and the percentage of students kindergarten ready. The results of a t-test showed no statistically significant differences between property wealth and the percentage of students kindergarten ready. Pearson’s correlation revealed a low correlation and statistically significant relationships between African American, Hispanic, White, and Other students and the percentage of students kindergarten ready. A statistically significant regression was found in the percentage of students kindergarten ready by ethnicity, R2 = .17, with White ethnicity the largest contributor. A statistically significant regression was found in the number of students kindergarten ready based on the percentage of prekindergarten students that were kindergarten ready, R2 = .03, with percentage prekindergarten students that were kindergarten ready as the greatest contributor.

Download or read book Delaying Kindergarten Entrance by Participating in Pre kindergarten and Academic Achievement in Elementary School written by Rachael Postle-Brown 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 ex post facto causal comparative study is to examine the academic achievement of students entering the educational system, that is, kindergarten, either through pre-kindergarten or no pre-kindergarten. Allowing me to examine "red shirting," a practice of giving children an additional year, in pre-kindergarten, to mature physically, socially, and academically before entering kindergarten. This study is important to school district personnel and parents whom need to make informed decisions concerning pre-kindergarten programs. In this study, I compare the elementary academic achievement of students through 3rd grade, who delayed kindergarten entrance with those who did not delay. In an additional analysis, I break the two groups into two more groups: a group whose parents followed the recommendation of the kindergarten entrance readiness assessment proctor, and those who did not. Overall, a review of the literature regarding school readiness decisions can be divided into the following four themes: (a) kindergarten history (Bryant & Clifford, 1992; Cuban, 1992; Ross, 1976), (b) delaying kindergarten (Aliprantis, 2014; Deming & Dynarski, 2008; Graue & DiPerna, 2000), (c) the impact of pre-kindergarten participation (Datar, 2006; Gormley, Granger, Phillips, & Dawson, 2005), and (d) differences in academic achievement of students who delay and do not delay the start of kindergarten (Aliprantis, 2014; Buntaine & Costendbader, 1997; Magnuson, Ruhm, & Waldfogel, 2007; Raffaele Mendez et al., 2014). None of the studies examined local longitudinal data from a pre-kindergarten program. Also, none compare students who were and were not recommended for pre-kindergarten. There is a statistically significant difference between the two main groups in the fall and spring of kindergarten. After kindergarten from 1st grade through 3rd grade there is no difference in test scores. There is a difference between all four of the groups during kindergarten in the fall and the spring. But the achievement data from the spring of 1st grade shows no difference between the students who were recommended for kindergarten by the kindergarten readiness screener, regardless of their participation in prekindergarten or not. In spring of third grade there is no difference noted between students who were recommended for pre-kindergarten by the kindergarten screener, regardless of their participation in pre-kindergarten or not.