Comparisons of Academic Achievement among Third-Grade Students Previously Enrolled in HISD and Head Start Prekindergarten Programs, 2015-2016. Research Educational Program Report

Autor/in	Spikes, Sara
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Comparisons of Academic Achievement among Third-Grade Students Previously Enrolled in HISD and Head Start Prekindergarten Programs, 2015-2016. Research Educational Program Report
Quelle	(2016), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Early Intervention; Disadvantaged Youth; Economically Disadvantaged; At Risk Students; Academic Achievement; Grade 3; Program Effectiveness; Preschool Education; Correlation; Reading Achievement; Mathematics Achievement; Poverty; Access to Education; Texas (Houston) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Benachteiligter Jugendlicher; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Pre-school education; Vorschulerziehung; Korrelation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The purpose of the Houston Independent School District (HISD) and Head Start Collaborative programs is to share the responsibility for closing the achievement gap between economically-disadvantaged children and their more affluent peers. HISD collaborates with the following four Head Start agencies: AVANCE-Houston, Inc. (AVANCE), Gulf Coast Community Services Association (GCCSA), Harris County Department of Education (HCDE), and Neighborhood Centers, Inc. (NCI). This brief compares the academic achievement among third-grade students previously enrolled in HISD-Head Start (dual) and Head Start Standalone prekindergarten programs. Findings in this study suggest a positive relationship exists between dually-enrolled, economically-disadvantaged students affiliated with AVANCE, GCCSA, and HCDE and their academic achievement on the 2016 STAAR English reading and mathematics assessments. This relationship was particularly noted among students affiliated with HCDE as dually-enrolled, economically-disadvantaged students had higher levels of achievement on both the 2016 STAAR English and Spanish versions of the reading and mathematics assessments than their peers who attended the corresponding standalone programs. Findings also show that dually-enrolled, economically-disadvantaged students regardless of Head Start agency, typically achieved both higher mean scale scores and met the 2016 Level II Satisfactory progression standard at higher rates on the STAAR assessments than their economically-disadvantaged peers in the district. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01