An Evaluation of Voluntary Pre-Kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System

Autor/in	Smith, Christy DeBerry
Titel	An Evaluation of Voluntary Pre-Kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System
Quelle	(2016), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8384-4
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Grade 3; Rural Schools; Longitudinal Studies; Kindergarten; Academic Achievement; Emergent Literacy; Elementary School Mathematics; Beginning Reading; Standardized Tests; Reading Tests; Mathematics Tests; Mathematics Instruction; Scores; Preschool Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Frühleseunterricht; Elementare Mathematik; Schulmathematik; Erstleseunterricht; Standadised tests; Standardisierter Test; Lesetest; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01