Atlanta Public Schools Early Childhood Development Program. Patterns of Enrollment and Performance: From the 1970s to the 1990s. Report No. 8, Vol. 26, 2/92.

Autor/in	Popwell, Emma P.
Institution	Atlanta Public Schools, GA. Dept. of Research and Evaluation.
Titel	Atlanta Public Schools Early Childhood Development Program. Patterns of Enrollment and Performance: From the 1970s to the 1990s. Report No. 8, Vol. 26, 2/92.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Child Development; Day Care; Enrollment Trends; Grade 1; Kindergarten Children; Longitudinal Studies; Preschool Children; Primary Education; Program Evaluation; Public Schools; School Districts; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Kindesentwicklung; Tagespflege; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This report presents longitudinal data on enrollment and performance patterns in Atlanta (Georgia) Public Schools (APS) from 1970-71 to 1990-91 for early childhood development programs and an analysis of selected performance indicators for kindergarten and first grade students in 1989-90 and 1990-91. An introduction describes the history and development of various early childhood programs within the APS. A summary of findings reviews general trends in the research, local findings, and a summary of current data, including the following: (1) fluctuations in enrollment generally resulted from changes in state and federal guidelines for funding and internal adjustments to local programs; (2) the 1990-91 increase in enrollment for various community programs did not result in the expected decrease in the numbers and percentages of students with no preschool experience; (3) about 78 percent of the preschool students attended the APS program for a full year in 1990-91; (4) students made the greatest growth in cognitive and language development; and (5) the difference in performance by preschool experience lessened by the end of first grade, but students with preschool experience continued to perform better than did students with no preschool experience. Included are 6 tables, 1 graph, 2 appendices containing student assessment instruments and a summary of a Georgia Kindergarten Assessment Program, and 12 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC