Children's Kindergarten Outcomes and Program Quality in the North Carolina Pre-Kindergarten Program: 2013-2014 Statewide Evaluation

Autor/inn/en	Peisner-Feinberg, Ellen S.; Schaaf, Jennifer M.; Hildebrandt, Lisa M.; Pan, Yi; Warnaar, Bethany L.
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Children's Kindergarten Outcomes and Program Quality in the North Carolina Pre-Kindergarten Program: 2013-2014 Statewide Evaluation
Quelle	(2015), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Kindergarten; Educational Quality; State Surveys; Preschool Children; Language Skills; Mathematics Achievement; Literacy; Academic Achievement; Skill Development; Behavior Rating Scales; Outcomes of Education; Participant Characteristics; Pretests Posttests; School Statistics; Classroom Environment; Comparative Analysis; Achievement Gains; Performance Factors; Bilingual Students; Global Approach; Predictive Validity; Educational Assessment; Educational Indicators; North Carolina + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Klassenklima; Unterrichtsklima; Achievement gain; Leistungssteigerung; Leistungsindikator; Globales Denken; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children's language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K Program using data from the statewide databases, as well any changes over time since the program became statewide in 2003-2004. Information about the observed quality of classroom practices was obtained from NC rated license assessments of a sample of 374 NC Pre-K classrooms conducted by the NC Rated License Assessment Project (NCRLAP) in 2013-2014. (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	2020/1/01