Immediate And Longitudinal Effects Of The Tennessee Voluntary Pre Kindergarten Program On Student Cognitive And Non Cognitive Outcomes PDF Download
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| Author | : Mark W. Lipsey |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Download Immediate and Longitudinal Effects of the Tennessee Voluntary Pre-Kindergarten Program on Student Cognitive and Non-Cognitive Outcomes Book in PDF, ePub and Kindle
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 | : |
| Total Pages | : 11 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Download Evaluation of the Tennessee Voluntary Prekindergarten Program Book in PDF, ePub and Kindle
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 | : |
| Total Pages | : 4 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Download Effects of the Tennessee Voluntary Pre-Kindergarten Program on School Readiness Book in PDF, ePub and Kindle
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 | : |
| Total Pages | : 51 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Download A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors Through Third Grade. Research Report Book in PDF, ePub and Kindle
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 | : Elena Bodrova |
| Publisher | : Taylor & Francis |
| Total Pages | : 283 |
| Release | : 2024-04-24 |
| Genre | : Education |
| ISBN | : 1040005438 |
Download Tools of the Mind Book in PDF, ePub and Kindle
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
| Author | : Mark W. Lipsey |
| Publisher | : |
| Total Pages | : 53 |
| Release | : 2016 |
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| ISBN | : |
Download Effects of a State Prekindergarten Program on Children's Achievement and Behavior Through Third Grade. Working Paper Book in PDF, ePub and Kindle
Many states have implemented or expanded state-funded prekindergarten programs in the last decade, encouraged by claims about the benefits that can be expected and the importance of early experiences for children's development, especially for economically disadvantaged children. However, there is remarkably little methodologically adequate evidence about the effects of such programs. Using a subsample of children with parental consent from a larger sample of children randomly assigned to attend the Tennessee pre-k program or not, this study examined effects on cognitive and noncognitive outcomes through third grade. At the end of the pre-k year, program participants showed better outcomes than comparable nonparticipants on achievement measures and ratings of school readiness by kindergarten teachers. But those effects were not sustained in subsequent years and, indeed, by the end of third grade the pre-k participants scored lower on the achievement measures than nonparticipants. These results raise questions about the way state pre-k programs have been designed and implemented.
| Author | : Consortium for Longitudinal Studies |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 1979 |
| Genre | : Academic achievement |
| ISBN | : |
Download Lasting Effects After Preschool Book in PDF, ePub and Kindle
| Author | : Dale C. Farran |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Download Variation in Observed Program Characteristics Across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program Book in PDF, ePub and Kindle
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 | : Consortium for Longitudinal Studies |
| Publisher | : Psychology Press |
| Total Pages | : 520 |
| Release | : 1983 |
| Genre | : Education |
| ISBN | : |
Download As the Twig is Bent--lasting Effects of Preschool Programs Book in PDF, ePub and Kindle
First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Kerry G. Hofer |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Download Variation in Mean Academic Gains Across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program Book in PDF, ePub and Kindle
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.
