An Evaluation Of Voluntary Pre Kindergarten Vpk Participation On First And Second Grade Reading And Math Performance In An Urban School System PDF Download
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| Author | : Phoebe Yvette Maxwell |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
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Download An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on First and Second Grade Reading and Math Performance in an Urban School System Book in PDF, ePub and Kindle
This study examined the longitudinal performance of a district-wide cohort of students who had accumulated scores for both kindergarten and first and second grade analysis. The sample was disaggregated by pre-kindergarten participation and student demographics such as gender, minority status, limited English proficiency, students with disabilities, and socioeconomic status. The KRI Language, KRI Math, SAT-10 Reading, and SAT-10 Math assessment scores were used for the data analysis. Sample data were collected from the beginning of kindergarten and at the end of second grade. This study utilized the average treatment effects (ATE) model in observational studies to determine the effects of the Voluntary Pre-kindergarten (VPK) education program on the achievement measures in an urban school district. The results of the univariate tests were somewhat mixed, revealing no difference in the comparison of means test for the academic achievement outcomes between VPK and non-VPK participants in the first grade but some difference in the second grade. The ATE results revealed some important patterns. First, the study found a positive and statistically significant relationship between kindergarten achievement scores and specific first-grade and second-grade reading and mathematics skills and knowledge. Second, students with minority and low-income status, who were male, and who had disabilities, were associated with a negative impact on reading and math achievement. The study also found higher academic achievement results for second-grade students who were enrolled in schools with high Tennessee Value-Added Assessment System (TVAAS) scores and optional-school programs. Third, on the whole, the academic effects of the VPK program in later grades were mixed, where the ATE results suggest negative effects in reading and math scores in the first grade and, in some cases, evidence of positive effects in reading scores in the second grade. .
| Author | : Christy DeBerry Smith |
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| Release | : 2016 |
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Download An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System Book in PDF, ePub and Kindle
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 | : Jordan J. Rodriguez |
| Publisher | : |
| Total Pages | : 90 |
| Release | : 2013 |
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Download The Impact of Voluntary Pre-kindergarten on the Academic Achievement and Kindergarten Readiness of Students in a Large Suburban School District Book in PDF, ePub and Kindle
Throughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK programs benefit from such programs, minority students and students who come from low-socioeconomic backgrounds benefit at an even higher level. The intent of this study was to determine to what extent, if any, a VPK program within a large, suburban school district impacted the academic achievement and kindergarten preparedness of participants in comparison to students who did not participate in the VPK program offered by the district. To measure the impact, student scores on the 2006-2007 Florida Kindergarten Readiness Screener (FLKRS) were compared through the use of an independent samples t-test. The same students had their 3rd grade Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics scored compared as well. Two groups were compared against one another. The control group was a group of students who did not participate in the VPK offered by the school district. The treatment group was the group of students that participated in the district offered VPK. The results of each of the independent sample t-tests conducted determined that there was not a statistically significant different in either student preparedness or student academic achievement between the VPK participant group and the non-participant group.
| Author | : Mark W. Lipsey |
| Publisher | : |
| Total Pages | : 11 |
| Release | : 2013 |
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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 | : Kristin Denton |
| Publisher | : |
| Total Pages | : 86 |
| Release | : 2002 |
| Genre | : Educational surveys |
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Download Children's Reading and Mathematics Achievement in Kindergarten and First Grade Book in PDF, ePub and Kindle
| Author | : Tambrey Johnson Ozuna |
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| Release | : 2011 |
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Download The Impact of Providing Two Years of Pre-kindergarten on Academic Performance and Cost Benefits in the San Antonio Independent School District Book in PDF, ePub and Kindle
The purpose of this study was to examine the academic performance of students who attended two years of pre-kindergarten in San Antonio Independent School District (SAISD), and to determine if there was a cost benefit for the district in providing an additional year of pre-kindergarten. Previous research studies have shown that participation in a high-quality pre-kindergarten can have both positive academic and social outcomes (Barnett, 2005; Gormley, Phillips, & Gayer, 2008; Ramey, Ramey, & Stokes, 2009; Reynolds & Temple, 1998; Saluja, Early, & Clifford, 2001; Schweinhart, 2004; Wong, Cook, Barnett, & Jung, 2008). However, these studies focused only on 4-year-olds who attended pre-kindergarten for one year. This study addressed the participation of 3-year-olds in the SAISD pre-kindergarten program. The academic performance of students who attended pre-kindergarten for two years was analyzed along with those who attended one year of pre-kindergarten and those who did not participate in pre-kindergarten at all. Students in all three study groups were those that had been continuously enrolled in SAISD from their point of entry into school through third grade. Academic performance was analyzed based on participants' results on the Texas Primary Reading Inventory and the third grade Texas Assessment of Knowledge and Skills (TAKS) in reading and mathematics. In addition, the expenditures and cost benefits associated with providing the pre-kindergarten program were analyzed, as well as the costs associated with retention, special education, and remediation.
| Author | : Mark W. Lipsey |
| Publisher | : |
| Total Pages | : 51 |
| Release | : 2015 |
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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 | : George Shannon Truman |
| Publisher | : |
| Total Pages | : 364 |
| Release | : 1999 |
| Genre | : Head Start programs |
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Download The Influence of a Pre-kindergarten Experience on Student Academic Progress in Reading and Math, Acquisition of Work Habits, and Proper Conduct in Public School Book in PDF, ePub and Kindle
ABSTRACT: This study examined the influence of attending Head Start or Title I prekindergarten on student academic progress in reading and math as well as acquisition of appropriate work habits and conduct. The study tracked the rate of academic progress on two separate groups of Head Start attendees and two separate groups of Title I prekindergarten students as they progressed from kindergarten through grade three. In kindergarten through second grade, report card scores in reading, math, work habits, and conduct of students receiving an academic pre-kindergarten experience were compared to those of students with no academic pre-kindergarten experience. All children studied were from families with similar socioeconomic status. In third grade, the pre-test and post-test scores on the North Carolina End-of-Grade Test administered in reading and math in grade three were compared. A Hierarchical Linear Model measured the initial status and growth rate within and between students and a repeated measures analysis of variance was used to analyze the End-of-Grade Test data. The students having a Head Start or Title I prekindergarten experience demonstrated significant, modest gains over no pre-kindergarten experience children in acquisition of reading and math skills in kindergarten and first grade. There were no significant differences in reading and math performance among all four groups in second and third grades. Furthermore, there were no significant differences in the child's acquisition of work habits or appropriate conduct skills at any grade level.
| Author | : Teresa A. Wright |
| Publisher | : |
| Total Pages | : 165 |
| Release | : 2012 |
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Download Impact of the Education Level of Voluntary Prekindergarten Teachers Upon Kindergarten Student Readiness Rates Book in PDF, ePub and Kindle
This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site. Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
| Author | : Wanda Maldonado |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : |
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Download The Impact of Pre-kindergarten Enrollment on Student Performance as Identified by Third Grade Reading and Math Texas Assessment of Knowledege and Skills(TAKS) Scores Among Selected Title 1 Elementary Schools Book in PDF, ePub and Kindle
The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.
