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 Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade written by Patty S. Coté and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Download or read book Does Race Matter Exploring the Racial Variation Between Pre Kindergarten Participation and Academic Achievement Over Time written by Sarah Rebecca Srivastava and published by . This book was released on 2012 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that attending a preschool program produces academic, cognitive and behavioral benefits, but that these benefits weaken over time and vary by socioeconomic status and race. Controlling for a wide range of observable child, family, home and school characteristics, this study uses the ECLS-K dataset to evaluate the relationship between Head Start or Center-based pre-K program attendance and math test scores among lower socioeconomic status children by race. I find that while there are short-term gains in math achievement for Black children who attend center based preschool, all benefits that may be associated with pre-K fade by the Spring of 3rd grade across all races. However, other factors related to the child's home and school environments, such as the number of siblings in the home, parents' employment levels and high school graduation status, and the percentage of black students present in the classroom, are significantly associated with math achievement.
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 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 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 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.
Download or read book The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance written by Marissa Melin and published by . This book was released on 2019 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.
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 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 Eager to Learn written by National Research Council and published by National Academies Press. This book was released on 2001-01-22 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Cooper Farran Behavioral Rating Scales written by David H. Cooper and published by . This book was released on 1991-01-01 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
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 Preschool Effectiveness written by Joshua J. Isaacson and published by . This book was released on 2015 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project was conducted to serve several purposes. The first was to evaluate the longitudinal academic achievement effects of student's participation in a local district-affiliated pre-k program compared to students who did not participate in the district-affiliated pre-k program. The second purpose was to evaluate the effects of gender for participants in the district-affiliated pre-k program and non-participants on later student academic achievement. Lastly, the project's purpose was to evaluate if there was any significant difference in academic achievement, at the end of third grade, based on a student's participation in the district-affiliated pre-k program and the student's age in months at the time of the assessment used to measure academic achievement.
Download or read book The Effects of Public School Prekindergarten Attendance on Academic Achievement in Language Arts and Mathematics written by Susan Newell Johnson and published by . This book was released on 2013 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effect of public school prekindergarten (pre-K) attendance on academic achievement has not been extensively studied for the purpose of funding these programs. The MCT2 scale scores in the areas of language arts and math and the report card number grades for the areas of language arts and math were analyzed for 114 students. Of this number, 49 students attended a public school pre-K program, and 65 students did not attend a public school pre-K program. This study was a causal-comparative study. A repeated measures approach with a between-within design was used. An analysis of covariance, ANCOVA, was used to examine if there was a statistically significant difference in the MCT2 scale scores for language arts for 3rd-grade students who attended a public school pre-K program and students who did not attend a public school pre-K program. In addition, 3 separate t-tests were run for each grade level for language arts and math report card grades. Results revealed that there was a statistically significant difference in the MCT2 language arts mean scale scores. For the area of math, the students who attended a public school pre-K program had comparable MCT2 math mean scale scores with the participants who did not attend a public school pre-K program. For language arts and math report card number grades, students who attended a public school pre-K program had higher report card number grades compared with students who did not attend a public school pre-K program. Based on these findings, it can be implied that public school pre-K attendance was effective for the academic areas language arts and math. It is recommended that public school pre-K programs continue to be funded and implemented for 4-year-old students in the Raleigh School District. The subjects of language arts and math should continue to be instructed for the pre-K students. It is also recommended that public school pre-K programs be funded and implemented in school districts across the state of Mississippi, as well as nationwide.
Download or read book Preschool Experience School Readiness Self Regulation and Academic Achievement written by Li Zhang and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Preschool Experience, School Readiness, Self-regulation, and Academic Achievement: a Longitudinal Study in Rural China" by Li, Zhang, 张莉, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children''s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided in either the kindergarten or primary schools to 164 children were videotaped and analyzed. Results indicated marked variations in preschool quality and pedagogical practices to support children''s self-regulation across programs. Kindergartens had the best physical environments, the most resources and highly qualified teachers. The teachers provided children with meaningful learning opportunities, adequate instructions, clear structure and predictability, and diversified instructional formats. Pre-primary classes had limited resources and unqualified teachers who emphasized academic learning. Compared to kindergarten teachers, pre-primary class teachers prepared fewer activities and frequently required children to simply sit still and listen. Preschool age children who merely "sat in" Grade 1 classrooms were typically neglected by teachers and only received attention from the teacher when they were disruptive. Grade 1 children (89 girls) who had attended kindergarten (n = 60), separate pre-primary classes (n = 55), merely "sat in" Grade 1 classes before being formally enrolled in school (n = 54) or had no preschool experience (n = 21) were assessed at the beginning of Grade 1 (Wave 1), at the end of Grade 1 (Wave 2), and at the end of Grade 2 (Wave 3). Their school readiness was assessed in Wave 1. Their self-regulation skills were assessed using the modified Head-Toes-Knees-Shoulders task in Waves 1 and 2, and seven cognitive regulation tests in Wave 3. Their literacy and mathematics achievement was evaluated using curriculum-based tests across the three waves. Results indicated that children with some form of preschool experience outperformed those with none in almost all the three outcomes across the three waves. Children from the kindergarten had better school readiness than the other three groups and better self-regulation than those attending separate pre-primary classes at the start of school. Children attending separate pre-primary classes had significantly better literacy and mathematics than those from the kindergarten at the start of school and literacy at the end of Grade 2. Children "sitting in" Grade 1 classes achieved lower scores than those from the kindergarten and pre-primary classes on almost all child outcome measures. The growth of self-regulation within the first primary school year was significant and Wave 1 behavioral regulation predicted Wave 3 cognitive regulation. School readiness and self-regulation significantly predicted academic achievement in all three waves and school readiness mediated the close relationship between self-regulation and academic achievement. Findings highlight the importance of (i) preschool experience for children from economically disadvantaged families in rural China; and (ii) self-regulation in school prepa.
