Author: Emily M. Edgar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 92
Book Description
This study examined the reading achievement of kindergarteners that participated in a pre-kindergarten program and of those who had not participated in a Pre-K program as measured by the DIBELS kindergarten subtests given through the 2008-09 school year. For this particular study, only two components of the DIBELS test were administered and analyzed: Phonemic Segmentation Fluency (PSF) and Nonsense Word Fluency (PSF). DIBELS data was collected from a rural school district in southeastern Alabama, from 2 groups, Pre-K and Non Pre-K. Based on the results of this study, students show some benefit from school-based Pre-K programs in comparison to those students who do not attend and participate in school-based Pre-K programs.
Author: Marlene Webb Moore Publisher: ISBN: Category : Education, Preschool Languages : en Pages : 99
Book Description
The purpose of this study was to examine the effect of the preschool experience on reading. The comparative outcome of students who had attended a program before kindergarten versus students who did not attend a preschool program was measured. Students who had attended preschool achieved higher scores on the Metropolitan Readiness Test than children who had not. It was concluded that a preschool readiness program yields more proficiency in skills such as language and reading. In addition, professional staff members (teachers, school psychologists, principals, and reading specialists) were surveyed to determine their view of skills necessary to constitute kindergarten readiness. Some also participated in a follow-up interview to gain further clarity of their opinions. Results indicated that responses provided by the professionals corresponded to areas measured in the Metropolitan Readiness Test. Children who attended a pre-kindergarten program reflected higher scores, an indication that they were better prepared for kindergarten. Professionals' experienced view of readiness conformed that that result.
Author: Kevin Patrick Dieterle Publisher: ISBN: Category : Early childhood education Languages : en Pages : 120
Book Description
While K-12 education is available universally across the United States, educational offerings for children prior to kindergarten entry are far more fragmented. States offer a wide variety of program structures: while some states do not offer any state-funded preschool programs, others offer programs exclusively for particular ages or risk groups (e.g., only four-year-olds, children from low-income families) and several offer universal pre-kindergarten with no entry restrictions (either to four-year-olds only or both three- and four-year-olds). As a result, a far lesser percentage of three- and four-year-olds are enrolled in formal early education programs compared to children in K-12 educational programs. Current research shows mixed evidence on the effectiveness of early education programs on later academic outcomes. This study pools longitudinal state level data on state-funded preschool programs and National Assessment of Educational Progress (NAEP) test scores in math and reading in fourth grade. Additionally, this study uses fixed effects regression models to examine the impact of state-funded preschool programs and program quality for three- and four-year-olds on NAEP scores in math and reading in fourth grade, several years following initial enrollment in state-funded preschool programs. This analysis finds that while programs serving four-year-olds alone did not have higher standardized test scores, the availability of a state-funded preschool program for three-year-olds was associated with significantly higher test scores in both reading and mathematics.
Author: Michael J. Puma Publisher: Nova Novinka ISBN: Category : Education Languages : en Pages : 314
Book Description
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.
Author: Claudia Maria Pereira Publisher: ISBN: 9781321977165 Category : Early childhood education Languages : en Pages : 190
Book Description
A quality pre-kindergarten education is increasingly recognized as playing a vital role in preparing America's youngest citizens for productive lives in the world economy (Barnett., et al 2012). During the past ten years, there has been a major educational shift in trying to establish universal pre-kindergarten for all children. The reason for this important educational reform is the significant impact a quality pre-kindergarten has on students' literacy skills and general academic success (Intervenzzi, et.al., 2010).The guiding principle of this study is based on the theory of social constructivism, embedded in the teachings of Piaget and Vygotsky. The research took place in a Title I elementary school in Miami-Dade, Florida. A casual-comparative research design was used to assess differences in median SAT-10 Reading scores between students who were "Enrolled in a Pre-K Program" and those who were "Not Enrolled in a Pre-K Program. Kindergarten students' SAT-10 reading scores for the 2012 and 2013 school years were analyzed. Archived data was used for this section and teacher interviews of the professionals were also conducted.The results of this study provided significant evidence about the value of a pre-kindergarten education. It was found that in both 2012 and 2013 academic years, students who attended the Pre-K program did significantly better in Reading than students who did not attend Pre-K at the Title I school. The results from this study can help educational leaders and policymakers understand the positive impact a quality pre-kindergarten education has on students' academic success. The future to a better American educational system is one that mandates a Pre-K program for all children.
Author: Paul Hill Publisher: University of Chicago Press ISBN: 0226336530 Category : Education Languages : en Pages : 280
Book Description
A heated debate is raging over our nation’s public schools and how they should be reformed, with proposals ranging from imposing national standards to replacing public education altogether with a voucher system for private schools. Combining decades of experience in education, the authors propose an innovative approach to solving the problems of our school system and find a middle ground between these extremes. Reinventing Public Education shows how contracting would radically change the way we operate our schools, while keeping them public and accessible to all, and making them better able to meet standards of achievement and equity. Using public funds, local school boards would select private providers to operate individual schools under formal contracts specifying the type and quality of instruction. In a hands-on, concrete fashion, the authors provide a thorough explanation of the pros and cons of school contracting and how it would work in practice. They show how contracting would free local school boards from operating schools so they can focus on improving educational policy; how it would allow parents to choose the best school for their children; and, finally, how it would ensure that schools are held accountable and academic standards are met. While retaining a strong public role in education, contracting enables schools to be more imaginative, adaptable, and suited to the needs of children and families. In presenting an alternative vision for America’s schools, Reinventing Public Education is too important to be ignored.
Author: Julie Harrington Publisher: ISBN: Category : Languages : en Pages : 29
Book Description
The purpose of this quantitative study was to determine what, if any, impact that attending a four year old kindergarten program had on five year old kindergarteners reading ability as measured by Dominie testing, compared to those five year olds who did not attend a four year old program at Inman Elementary School. The significance of this study was to not only determine if there is a difference in aptitude and ability in the area of basic reading skills, concepts about print, but to find the strengths in the curriculum content taught in our preschool program at Inman Elementary School. The researcher strived to use the information gained through this study to build a more comprehensive curriculum for the four year old program and promote progress in school readiness. There is a great deal of money, time, and effort put into these preschool programs nation-wide. Is it worth it? Are the results truly showing a benefit or is just an academic daycare at its best? A copy of the research proposal is appended.
Author: Sebrina R. Palmer Publisher: ISBN: Category : Languages : en Pages : 56
Book Description
This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.
Author: Benjamin Artz Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
While the existing literature largely finds that standardized test scores are positively associated with participation in pre-kindergarten programs at the student level, there is little research on the policy effect of publicly providing these programs to entire school districts. We attempt to partially fill this void by examining the effect that publicly provided pre-kindergarten and full-day kindergarten programs have on fourth grade student achievement in math and reading at the district level. The models utilize panel data from districts in Wisconsin along with fixed effects estimations. We find that once time-invariant unobserved heterogeneity of a district is accounted for, preschool programs have small but significant impacts on a cohort's future math scores, particularly in less-educated communities. Additionally, there is no evidence that preschool or full-day kindergarten has an impact on future reading scores at the district level.
Author: Emily M. Edgar
Author: Marlene Webb Moore
Author: Kevin Patrick Dieterle
Author: Michael J. Puma
Author: Claudia Maria Pereira
Author: Paul Hill
Author: Julie Harrington
Author: Sebrina R. Palmer
Author: Benjamin Artz
Author: Sandra Jones Woods