Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study. Executive Summary

Autor/inn/en	Peisner-Feinberg, Ellen; Schaaf, Jennifer; LaForett, Dore
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study. Executive Summary
Quelle	(2013), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy; Kindergarten; Preschool Education; Mathematics Skills; Disadvantaged Youth; Family Income; Child Behavior; Outcomes of Education; Educational Quality; Language Skills; Sampling; Prediction; Spanish Speaking; English (Second Language); Child Development; Observation; Educational Assessment; Georgia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school education; Vorschulerziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Benachteiligter Jugendlicher; Familieneinkommen; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Language skill; Sprachkompetenz; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Kindesentwicklung; Beobachtung; Education; assessment; Bewertungssystem
Abstract	Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000 different children throughout the year in a variety of settings across the state, including local school systems, private settings, and blended Head Start/Georgia's Pre-K classrooms. The 2011-2012 evaluation study included observations of classroom quality in a random sample of 100 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavioral skills of a sample of 509 children attending these classrooms over the pre-k program year. The primary evaluation questions included: (1) What are the outcomes for children attending Georgia's Pre-K Program?; (2) What factors predict better outcomes for children?; and (3) What is the quality of Georgia's Pre-K classrooms? Key findings of this study include: (1) Children exhibited significant growth during their pre-k year across all domains of learning, including language and literacy skills, math skills, general knowledge, and behavioral skills; and (2) Children who were Spanish-speaking dual language learners showed growth in skills in both English and Spanish, although their growth tended to be greater in English. (Contains 1 footnote.) [For the full report, "Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study," see ED541933.] (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10