Kindergarten Impacts of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation

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Autor/inn/en	Peisner-Feinberg, Ellen; Soliday Hong, Sandra; Yazejian, Noreen; Zadrozny, Sabrina; Burchinal, Margaret
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Kindergarten Impacts of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation
Quelle	(2020), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; School Readiness; Program Effectiveness; Equal Education; Access to Education; At Risk Students; Program Implementation; Kindergarten; Administrator Attitudes; Family Involvement; Family School Relationship; School Role; Geographic Regions; Rural Urban Differences; Age Differences; Teacher Competencies; Teacher Certification; Enrollment; Information Dissemination; English Language Learners; Student Recruitment; Preschool Curriculum; Student Evaluation; Parent Attitudes; Social Support Groups; Transitional Programs; Mentors; Data Collection; Academic Achievement; Interpersonal Competence; Executive Function; Preschool Children; Mathematics Achievement; Language Skills; Reading Skills; Reading Achievement; Literacy; Low Income Students; Teacher Attitudes; Pennsylvania + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Education; Access; Bildung; Zugang; Bildungszugang; Stadt-Land-Beziehung; Age; Difference; Age difference; Altersunterschied; Lehrkunst; Einschulung; Informationsverbreitung; Schulnote; Studentische Bewertung; Elternverhalten; Social support; Soziale Unterstützung; Data capture; Datensammlung; Schulleistung; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten
Abstract	Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children's early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided the study to examine the effects of participation in PA PKC. A third research question (3) examined potential moderators, or factors that might have an influence on any effects found for program participation: (1) Do children who attended PA PKC have higher levels of academic and social skills in kindergarten than children with no prior preschool experience?; (2) Are kindergarten skills different for children who attended PA PKC for 1 year (enrolling at age 4) or 2 years (enrolling at age 3)?; and (3) Are there differences in the effects of PA PKC based on various program characteristics -- percent of 3-year-olds served, region of the state, or level of urbanicity/rurality? In sum, the results of this evaluation demonstrate positive benefits on language and math skills in kindergarten for children who attended PA PKC compared to similar children with no prior ECE experience in the 2 years before kindergarten. Thus, it would appear that PA PKC is well suited to promote key school readiness skills known to predict later reading and academic success. [This report was prepared by the University of North Carolina at Chapel Hill, School of Education. Additional funding was provided by the BUILD Foundation.] (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	2024/1/01