Effects of the Early Start Preschool Curriculum on the Achievement of Third Grade Students Who Follow Standard Assessment Measures for English and Mathematics

Autor/in	McElroy, Richard H.
Titel	Effects of the Early Start Preschool Curriculum on the Achievement of Third Grade Students Who Follow Standard Assessment Measures for English and Mathematics
Quelle	(2007), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Curriculum; Preschool Education; Academic Achievement; Predictor Variables; Grade 3; Correlation; Elementary School Students; Elementary School Mathematics; Student Evaluation; English Instruction; Program Effectiveness; Mathematics Achievement; Reading Achievement; Scores; Early Intervention; Brain; Social Development; Racial Differences; Gender Differences; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Schulleistung; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Elementare Mathematik; Schulmathematik; Schulnote; Studentische Bewertung; English langauage lessons; Englischunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Gehirn; Soziale Entwicklung; Rassenunterschied; Geschlechterkonflikt; Sozioökonomischer Faktor
Abstract	This descriptive, quantitative study examined the effects of participation in a 1-year Early Start Preschool Program for 4-year-olds in a state that requires annual testing at the end of select grades. This study focused primarily on achievement through grade 3. As no study has evaluated the effectiveness of the program, this research examined whether it has positively affected the results of the end-of-year tests. The predictor variable for this study was participation in the Early Start preschool program. For this study, the only 2 groups assessed were children who participated in Early Start and children who did not participate in the program. The criterion variables or dependent variables in this study included the state end-of-year tests for the 3rd grade in English and math from 2003 to 2005. Each group of student scores was compared using a 2 tailed t-test, and the measure of effect determined using Cohen's d statistic. The results of this study determined that this program does not positively affect achievement in English and mathematics through 3rd grade. These findings could be used to modify the program to better meet the needs of children and justifies advocacy for children through social justice by providing conclusive evidence that an academically-focused preschool program does not meet the academic needs of young children and their families. The following are appended: (1) Virginia Standards for Grade 3 English; (2) Virginia Standards of Learning for Grade 3 Mathematics; (3) Permission to Use Virginia Standards of Learning; (4) Breakdown of Ethnicity and SES by Early Start Buildings; (5) Virginia Preschool Initiative; (6) Virginia Foundation Building Blocks for Early Learning; (7) Early Start Learning Assessment Cards; (8) Early Start Report Card; (10) Early Start Daily Schedule (Full Day); (11) Early Start Daily Schedule (1/2 Day); (12) Reading Stages; (13) Early Start Scope and Sequence; (14) Virginia Poverty Levels Definition; (15) International Research Board (IRB) Approval Number; and (16) Curriculum Vitae of Richard McElroy. (Contains 11 tables.) [Doctoral Study, Walden University.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10