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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: 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: Kristina L. Rosinsky Publisher: ISBN: Category : Early childhood education Languages : en Pages : 132
Book Description
In recognition of the potential long-term benefits of early education programs, significant public investments have been made in preschool programs such as Head Start, state-funded pre-kindergarten, and special education preschool. However, there is an active debate over the effectiveness of these public, large-scale programs. This study contributes to the literature on this topic by using state-year panel data to examine the relationship between the percentage of four-year-olds enrolled in publicly funded preschool and average fourth-grade National Assessment of Educational Progress math test scores five years later. My findings suggest that the relationship between preschool enrollment and test scores varies by type of publicly funded preschool. More specifically, I find that enrollment in the two types of preschool that typically serve disadvantaged students (Head Start and state-funded pre-kindergarten) is negatively associated or has no relationship with test scores. On the other hand, enrollment in special education preschool (which is available to all children regardless of income) has a positive relationship with test scores and this relationship is stronger for low-income students than for all students. The limitations of this study prevent far-reaching policy conclusions but underscore the need for improved data capacity so that future studies can better assess the effectiveness of large-scale, publicly funded preschool programs.
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: National Research Council Publisher: National Academies Press ISBN: 0309172659 Category : Education Languages : en Pages : 97
Book Description
Policy makers are caught between two powerful forces in relation to testing in America's schools. One is increased interest on the part of educators, reinforced by federal requirements, in developing tests that accurately reflect local educational standards and goals. The other is a strong push to gather information about the performance of students and schools relative to national and international standards and norms. The difficulty of achieving these two goals simultaneously is exacerbated by both the long-standing American tradition of local control of education and the growing public sentiment that students already take enough tests. Finding a solution to this dilemma has been the focus of numerous debates surrounding the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union address. It was also the topic of a congressionally mandated 1998 National Research Council report (Uncommon Measures: Equivalence and Linkage Among Educational Tests), and was touched upon in a U.S. General Accounting Office report (Student Testing: Issues Related to Voluntary National Mathematics and Reading Tests). More recently, Congress asked the National Research Council to determine the technical feasibility, validity, and reliability of embedding test items from the National Assessment of Educational Progress or other tests in state and district assessments in 4th-grade reading and 8th-grade mathematics for the purpose of developing a valid measure of student achievement within states and districts and in terms of national performance standards or scales. This report is the response to that congressional mandate.
Author: David W. Grissmer Publisher: Rand Corporation ISBN: 0833043277 Category : Education Languages : en Pages : 313
Book Description
Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as unreformable.
Author: Publisher: ISBN: Category : Languages : en Pages : 212
Book Description
Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region. Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region.
Author: Kevin Patrick Dieterle
Author: Kevin Patrick Dieterle
Author: Kristina L. Rosinsky
Author: Benjamin Artz
Author: National Research Council
Author: David W. Grissmer
Author: 
Author: United States. Congress. House. Committee on Education and Labor
Author: Patricia L. Donahue
Author: 
Author: