Author: Cynthia A Holland
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 218

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Book Description

Author: Christy DeBerry Smith
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
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.

Author: Shannon M. Whalen
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 111

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Book Description
This study examined the literacy performance trends on the New Jersey Assessment of Skills and Knowledge (NJASK) of third grade students who had attended half day or full day preschool programs in New Jersey. This study also explored teacher perceptions of students' classroom literacy performance in third grade. The archival data revealed that students who attended a half day preschool program had higher NJASK-3 literacy scores than students who attended a full day preschool program. Further, teacher interview reports on these students' reading and writing comprehension abilities in third grade were obtained to examine whether students maintained the academic advantages found in kindergarten as they moved through school and were then assessed in third grade. The data indicated that half day preschool attendees were perceived as performing at or above grade level in third grade classroom literacy activities more often than full day preschool attendees. It was also discovered that teachers perceived these third grade students who attended a half day preschool as displaying higher interest in classroom reading and writing activities than students who attended a full day preschool program.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 824

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Book Description

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208

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Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608

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Book Description

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 56

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Book Description
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 642

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Book Description

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816

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Book Description

Author: Patty S. Coté
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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Book Description
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.