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Author: Mark W. Lipsey Publisher: ISBN: Category : Languages : en Pages : 11
Book Description
In 2009, Vanderbilt University's Peabody Research Institute, with the assistance of the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children including those with disabilities and limited English proficiency. The current report is the second in a series that presents findings from this evaluation. The prior report described outcomes at the end of the pre-k year for the children in the Intensive Substudy sample who participated in TN-VPK in comparison to those who did not participate. The present report summarizes the longitudinal effects of TN-VPK on kindergarten outcomes and those first grade outcomes that are currently available. At the end of prekindergarten, TN-VPK effects could be examined only on early achievement measures and teacher ratings of academic skills and behavior obtained at the very beginning of the kindergarten year. A notable addition in this current report is that results are now available on several other "non-cognitive" academic outcomes, including grade retention, attendance, recorded disciplinary actions, and special education services.
Author: Mark W. Lipsey Publisher: ISBN: Category : Languages : en Pages : 11
Book Description
In 2009, Vanderbilt University's Peabody Research Institute, with the assistance of the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children including those with disabilities and limited English proficiency. The current report is the second in a series that presents findings from this evaluation. The prior report described outcomes at the end of the pre-k year for the children in the Intensive Substudy sample who participated in TN-VPK in comparison to those who did not participate. The present report summarizes the longitudinal effects of TN-VPK on kindergarten outcomes and those first grade outcomes that are currently available. At the end of prekindergarten, TN-VPK effects could be examined only on early achievement measures and teacher ratings of academic skills and behavior obtained at the very beginning of the kindergarten year. A notable addition in this current report is that results are now available on several other "non-cognitive" academic outcomes, including grade retention, attendance, recorded disciplinary actions, and special education services.
Author: Dale C. Farran Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
Interest in scaling up prekindergarten programs for children from low income families is dramatically increasing, especially with the announcement by President Obama of support for "universal preschool." Research in early education supports the idea of developmentally appropriate practice as reflected in instructional groupings and covered content; however, it is not yet clear if such appropriate practice and consistency in that practice can be upheld in a statewide program. This paper focuses on evidence from one portion of the Tennessee Voluntary Pre-Kindergarten Program (TN-VPK) evaluation from which classroom observations yield information on classroom quality state-wide. One table is appended.
Author: Mark W. Lipsey Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
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.
Author: Mark W. Lipsey Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
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.
Author: Mark W. Lipsey Publisher: ISBN: Category : Languages : en Pages : 51
Book Description
In 2009, Vanderbilt University's Peabody Research Institute, in coordination with the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process, with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children, including those with disabilities and limited English proficiency. The current report presents findings from this evaluation summarizing the longitudinal effects of TN-VPK on pre-kindergarten through third grade achievement and behavioral outcomes for an Intensive Substudy Sample of 1076 children, of which 773 were randomly assigned to attend TN-VPK classrooms and 303 were not admitted. Both groups have been followed since the beginning of the pre-k year.
Author: Kerry G. Hofer Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
This paper presents evidence on the amount of classroom variation in gains across various domains of achievement within the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program; the data are taken from the randomized control trial (RCT) design of the TN-VPK evaluation. This study explores areas where those differences are largest, and offers speculations about possible causes of these differences. The full randomized sample included children from 111 randomized school applicant lists in 28 districts across Tennessee. The consented subsample of that group came from 76 applicant lists in 58 schools from 21 districts. Ten of those 58 schools were in the West region of the state, 24 were in the Central West region, 12 were in the Central East region, and 12 were in the East. Children were individually assessed using the set of Woodcock Johnson III achievement tests (Letter-Word Identification, Spelling, Understanding Directions, Applied Problems, Quantitative Concepts, Passage Comprehension, and Oral Comprehension). Data presented were analyzed through first calculating each individual child's gain by differencing the beginning and end of pre-k scores on each subscale, and those differences were aggregated to the classroom level for the children who attended VPK. The focus of this paper is not just on mean gain, but on standard deviations and ranges of gain. The amount of gain made during the pre-k year in TN-VPK classrooms varied substantially from classroom to classroom. Correlations of gains across subscales revealed that though classrooms that tended to make more relative gain on one subtest also tended to make relatively more gain on other subtests, the strength of the correlations did not suggest that classrooms making the most gains always made the most gains regardless of subject matter. Tables and figures are appended.
Author: Anna Grehan Publisher: ISBN: Category : Languages : en Pages : 38
Book Description
This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution of program sites. Key findings include: (1) From 2005/06 to 2008/09, the number of PreK program participants increased from 6,943 to 18,746, the proportion of eligible children participating increased from 18 percent to 42 percent, and the proportion of local education agencies participating increased from 83 percent to nearly 99 percent; (2) The number of participants at collaborative partner classrooms increased from 1,428 (21 percent of all participants) in 2005/06 to 3,621 (19 percent) in 2008/09. Collaborative partner classrooms consistently accounted for approximately 21 percent of total PreK program classrooms; (3) PreK program participation levels and rates increased for all subgroups examined but exhibited varying growth rates across student and district subgroups. The participation rate increased faster for racial/ethnic minority students than for White students. Participation rates among students in special education increased from 8 percent to 32 percent. Large districts had fewer participants and lower participation rates than did small districts. Rural districts had higher levels and rates of participation than did nonrural districts. And the percentage of participants enrolled in collaborative classrooms was higher for racial/ethnic minority students and students in nonrural districts; and (4) The majority of public PreK program sites were in the four major urban areas of Tennessee: Chattanooga, Knoxville, Memphis, and Nashville. Collaborative partner sites were more evenly distributed across rural and nonrural areas. Appended are: (1) Literature review; (2) Background on Tennessee's Voluntary Prekindergarten program; (3) Data sources and methodology; (4) Participation by all four-year-olds in the state; and (5) Maps of public school and collaborative partner sites for Tennessee's Voluntary Prekindergarten program, 2005/06-2008/09. (Contains 3 boxes, 12 figures, 6 tables, 14 maps, and 3 notes.).
Author: Nonie K. Lesaux Publisher: Harvard Education Press ISBN: 1612509193 Category : Education Languages : en Pages : 255
Book Description
The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes. Editors Nonie K. Lesaux and Stephanie M. Jones bring together an impressive array of scholarly contributors. Topics include: · creating learning environments that support children’s cognitive and emotional development; · identifying and addressing early risk factors; · using data to guide educators’ practice; and · capitalizing on the use of technology. Recent years have seen a surge of local, state, and national initiatives aimed at expanding and improving early childhood initiatives, particularly regarding access to preK programs. The Leading Edge of Early Childhood Education promises to be a valuable resource for those charged with enacting the next level of work in this critical area.
Author: Publisher: ISBN: Category : Languages : en Pages : 91
Book Description
This report presents the evidence on the effects of preschool, finding that well-implemented programs support substantial early learning gains and can have lasting impacts throughout school. It explains how the findings from evaluations of the Tennessee Voluntary Pre-K and Head Start programs inform interpretations of preschool effectiveness and demonstrate how study methodology used to compare children in a program to those outside the program shapes the interpretation of research results. When children who attend a specific preschool program are compared to similar children who did not attend preschool at all - as opposed to those who attended another program - the benefits of preschool are clear. Research finds that the quality of both preschool programs and primary schools can affect the measured outcomes of preschool before and during elementary education. [Publisher summary, ed]
Author: R. Shep Melnick Publisher: Brookings Institution Press ISBN: 0815732406 Category : Education Languages : en Pages : 337
Book Description
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Author: Mark W. Lipsey
Author: Mark W. Lipsey
Author: Dale C. Farran
Author: Mark W. Lipsey
Author: Mark W. Lipsey
Author: Mark W. Lipsey
Author: Kerry G. Hofer
Author: Anna Grehan
Author: Nonie K. Lesaux
Author: 
Author: R. Shep Melnick