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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.
Many states have implemented or expanded state-funded prekindergarten programs in the last decade, encouraged by claims about the benefits that can be expected and the importance of early experiences for children's development, especially for economically disadvantaged children. However, there is remarkably little methodologically adequate evidence about the effects of such programs. Using a subsample of children with parental consent from a larger sample of children randomly assigned to attend the Tennessee pre-k program or not, this study examined effects on cognitive and noncognitive outcomes through third grade. At the end of the pre-k year, program participants showed better outcomes than comparable nonparticipants on achievement measures and ratings of school readiness by kindergarten teachers. But those effects were not sustained in subsequent years and, indeed, by the end of third grade the pre-k participants scored lower on the achievement measures than nonparticipants. These results raise questions about the way state pre-k programs have been designed and implemented.
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.
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.
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.
Leading scholars synthesize knowledge on how gains from early childhood programs and practices are initiated, increased, and sustained.
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.
This descriptive, quantitative study examined the effects of participation in a 1-year Early Start Preschool Program for 4-year-olds in a state that requires annual testing at the end of select grades. This study has evaluated the effectiveness of the program, this research examined whether it has positively affected the results of end-of-year tests. The predictor variable for this study was participation in the Early Start preschool program. For this study, the only 2 groups assessed were children who participated in Early Start and children who did not participate in the program. The criterion variables or dependent variables in this study included the state end-of-year tests for the 3rd grade in English and math from 2003 to 2005. Each group of student scores was compared using a 2 tailed t-test, and the measure of effect determined using Cohen's d statistic. The results of this study determined that this program does not positively affect achievement in English and mathematics through 3rd grade. These findings could be used to modify the program to better meet the needs of children and justifies advocacy for children through social justice by providing conclusive evidence that an academically-focused preschool program does not meet the academic needs of young children and their families.
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.