Author: Marva CoatesPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
The Impact of Preschool Programs on the Academic Achievement of Third Grade African American Students
Author: Marva CoatesPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
The Impact of Preschool Programs on the Academic Achievement of Third-grade Students
Author: Justine KitchensPublisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 206
Book Description
A Critical Examination of the Impact of School Principals' Leadership on the Academic Achievement of African American Males in Preschool Through Third Grade
Author: Audley Edward SmithPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 122
Book Description
Over the course of four decades, African American males have continued to underachieve and to be underserved in our nation's public schools. The research data indicates that there is a disparity in academic performance between African American males and white and Asian students. This disparity of academic achievement or "racial achievement gap" produced innumerable discussions on closing the racial achievement gap, but with very limited success in this effort. The writer's concern is whether African American males receive the required degree of academic attention for this population to greatly improve academically. The federally legislated "No Child Left Behind" has engendered school reform and state curriculum standards; yet, it has failed to close the racial achievement gap. Ironically, some schools achieve high accountability and achievement ratings despite underachievement of minority populations within the school. According to Ohio's Closing the Racial Achievement Gap Task Force; school districts can achieve an excellent rating while maintaining dramatic racial achievement gaps between black students and other racial groups. Furthermore, the research indicates that the racial achievement gap starts before students enter school. Statewide Kindergarten Readiness Assessments-Literacy (KRAL) results for the past two years revealed that an alarmingly high percentage of black children enter school with deficient literacy skills, ensuring immediate submergence into the racial achievement gap. School principal leaders must create a sense of urgency that focuses on the everyday actions of educators to generate high academic performance from African American students, and to close the racial achievement gap. The research indicates that the school principal is the most influential individual in any school. He or she is the person responsible for all activities that occur relative to the school site. The principal's leadership sets the school's educational environment: its professional climate for teaching and its vision and commitment concerning what students may or may not become. If students are performing to the best of their abilities, one can usually point to their principal's leadership as key to their academic successes (U.S. Congress, 1970). Based on these criteria, school principal leadership must focus indefatigably on the "starting gate" or the earliest school experience. They must intently work to overcome the initial obstacles that cumulatively and subsequently prevent African American male students from excelling academically. This research study examines school principal leadership and its capacity to significantly improve the academic achievements of African American male students in Preschool through Third Grade.
FirstSchool
Author: Sharon RitchiePublisher: Teachers College Press
ISBN: 0807754811
Category : Education
Languages : en
Pages : 241
Book Description
FirstSchool is a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies that focus on the needs of minority and low-income children.
The Impact of Preschool Intervention Upon Early Success in School
Author: Sandra Jones WoodsAfrican American Children in Early Childhood Education
Author: Iheoma U. IrukaPublisher: Emerald Group Publishing
ISBN: 1787142582
Category : Education
Languages : en
Pages : 343
Book Description
This book presents both the challenges and opportunities that exist for addressing the critical needs of black children, who have been historically underserved in the U.S. education system.
Preschool Education in Virginia and the Resulting Academic Effects for Third and Fifth Grade At-risk Students
Author: Pamela Perry RandallPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia Preschool Initiative Program. This study was designed to investigate the educational impact of the state-funded preschool program on the academic achievement of at-risk students who attended school from 1999-2002. These students' third- and fifth-grade Standards of Learning tests, in the subject areas of mathematics and reading, were compared using T-tests and ANOVA calculations to determine if there existed any statistically significant differences in academic achievement. Results from the investigation did not find any significant differences in achievement between those students who attended preschool and those who did not. In fact, reading scores were higher for those female students who did not attend preschool.
An Analysis of the Academic Achievement of Third-grade Students who Entered at the Kindergarten Level and Those who Attended Preschool Programs
Author: Iris Cundiff HarleyPublisher:
ISBN:
Category : Academic achievement (Elementary)
Languages : en
Pages : 184
Book Description
The Effect of Ready for Success, a Counselor-led Intervention Program, on Reading Scores of Hispanic and African American 3rd Grade Students in Title One Elementary Schools
Author: Sherron N. BrownPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 142
Book Description
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
Impact of Early Childhood Education on Later Academic Achievement
Author: Amy WeemsPublisher:
ISBN:
Category :
Languages : en
Pages : 101
Book Description
The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.