Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
An Evaluation Of Voluntary Pre Kindergarten Vpk Participation On Third Grade Reading And Math Performance In A Rural School System
Download An Evaluation Of Voluntary Pre Kindergarten Vpk Participation On Third Grade Reading And Math Performance In A Rural School System full books in PDF, epub, and Kindle. Read online An Evaluation Of Voluntary Pre Kindergarten Vpk Participation On Third Grade Reading And Math Performance In A Rural School System ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System by : Christy DeBerry Smith
Download or read book An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System written by Christy DeBerry Smith and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on First and Second Grade Reading and Math Performance in an Urban School System by : Phoebe Yvette Maxwell
Download or read book An Evaluation of Voluntary Pre-kindergarten (VPK) Participation on First and Second Grade Reading and Math Performance in an Urban School System written by Phoebe Yvette Maxwell and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the longitudinal performance of a district-wide cohort of students who had accumulated scores for both kindergarten and first and second grade analysis. The sample was disaggregated by pre-kindergarten participation and student demographics such as gender, minority status, limited English proficiency, students with disabilities, and socioeconomic status. The KRI Language, KRI Math, SAT-10 Reading, and SAT-10 Math assessment scores were used for the data analysis. Sample data were collected from the beginning of kindergarten and at the end of second grade. This study utilized the average treatment effects (ATE) model in observational studies to determine the effects of the Voluntary Pre-kindergarten (VPK) education program on the achievement measures in an urban school district. The results of the univariate tests were somewhat mixed, revealing no difference in the comparison of means test for the academic achievement outcomes between VPK and non-VPK participants in the first grade but some difference in the second grade. The ATE results revealed some important patterns. First, the study found a positive and statistically significant relationship between kindergarten achievement scores and specific first-grade and second-grade reading and mathematics skills and knowledge. Second, students with minority and low-income status, who were male, and who had disabilities, were associated with a negative impact on reading and math achievement. The study also found higher academic achievement results for second-grade students who were enrolled in schools with high Tennessee Value-Added Assessment System (TVAAS) scores and optional-school programs. Third, on the whole, the academic effects of the VPK program in later grades were mixed, where the ATE results suggest negative effects in reading and math scores in the first grade and, in some cases, evidence of positive effects in reading scores in the second grade. .
Book Synopsis The Impact of Voluntary Pre-kindergarten on the Academic Achievement and Kindergarten Readiness of Students in a Large Suburban School District by : Jordan J. Rodriguez
Download or read book The Impact of Voluntary Pre-kindergarten on the Academic Achievement and Kindergarten Readiness of Students in a Large Suburban School District written by Jordan J. Rodriguez and published by . This book was released on 2013 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK programs benefit from such programs, minority students and students who come from low-socioeconomic backgrounds benefit at an even higher level. The intent of this study was to determine to what extent, if any, a VPK program within a large, suburban school district impacted the academic achievement and kindergarten preparedness of participants in comparison to students who did not participate in the VPK program offered by the district. To measure the impact, student scores on the 2006-2007 Florida Kindergarten Readiness Screener (FLKRS) were compared through the use of an independent samples t-test. The same students had their 3rd grade Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics scored compared as well. Two groups were compared against one another. The control group was a group of students who did not participate in the VPK offered by the school district. The treatment group was the group of students that participated in the district offered VPK. The results of each of the independent sample t-tests conducted determined that there was not a statistically significant different in either student preparedness or student academic achievement between the VPK participant group and the non-participant group.
Book Synopsis The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance by : Marissa Melin
Download or read book The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance written by Marissa Melin and published by . This book was released on 2019 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.
Book Synopsis A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors Through Third Grade. Research Report by : Mark W. Lipsey
Download or read book A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors Through Third Grade. Research Report written by Mark W. Lipsey and published by . This book was released on 2015 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2009, Vanderbilt University's Peabody Research Institute, in coordination with the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process, with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children, including those with disabilities and limited English proficiency. The current report presents findings from this evaluation summarizing the longitudinal effects of TN-VPK on pre-kindergarten through third grade achievement and behavioral outcomes for an Intensive Substudy Sample of 1076 children, of which 773 were randomly assigned to attend TN-VPK classrooms and 303 were not admitted. Both groups have been followed since the beginning of the pre-k year.
Book Synopsis The Impact of Pre-kindergarten Enrollment on Student Performance as Identified by Third Grade Reading and Math Texas Assessment of Knowledege and Skills(TAKS) Scores Among Selected Title 1 Elementary Schools by : Wanda Maldonado
Download or read book The Impact of Pre-kindergarten Enrollment on Student Performance as Identified by Third Grade Reading and Math Texas Assessment of Knowledege and Skills(TAKS) Scores Among Selected Title 1 Elementary Schools written by Wanda Maldonado and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.
Book Synopsis Age at Entry to Kindergarten and Preschool Experience as Predictors of Test Performance in Third Grade by : Greta Gwen Evans-Becker
Download or read book Age at Entry to Kindergarten and Preschool Experience as Predictors of Test Performance in Third Grade written by Greta Gwen Evans-Becker and published by . This book was released on 2003 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Providing Two Years of Pre-kindergarten on Academic Performance and Cost Benefits in the San Antonio Independent School District by : Tambrey Johnson Ozuna
Download or read book The Impact of Providing Two Years of Pre-kindergarten on Academic Performance and Cost Benefits in the San Antonio Independent School District written by Tambrey Johnson Ozuna and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic performance of students who attended two years of pre-kindergarten in San Antonio Independent School District (SAISD), and to determine if there was a cost benefit for the district in providing an additional year of pre-kindergarten. Previous research studies have shown that participation in a high-quality pre-kindergarten can have both positive academic and social outcomes (Barnett, 2005; Gormley, Phillips, & Gayer, 2008; Ramey, Ramey, & Stokes, 2009; Reynolds & Temple, 1998; Saluja, Early, & Clifford, 2001; Schweinhart, 2004; Wong, Cook, Barnett, & Jung, 2008). However, these studies focused only on 4-year-olds who attended pre-kindergarten for one year. This study addressed the participation of 3-year-olds in the SAISD pre-kindergarten program. The academic performance of students who attended pre-kindergarten for two years was analyzed along with those who attended one year of pre-kindergarten and those who did not participate in pre-kindergarten at all. Students in all three study groups were those that had been continuously enrolled in SAISD from their point of entry into school through third grade. Academic performance was analyzed based on participants' results on the Texas Primary Reading Inventory and the third grade Texas Assessment of Knowledge and Skills (TAKS) in reading and mathematics. In addition, the expenditures and cost benefits associated with providing the pre-kindergarten program were analyzed, as well as the costs associated with retention, special education, and remediation.
Book Synopsis Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade by : Patty S. Coté
Download or read book Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade written by Patty S. Coté and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Book Synopsis An Analysis of the Relationship Between Participation in an Extended-day Kindergarten Program and the Performance of Its Participants in Third-grade Pennsylvania System of School Assessment Reading Scores by : Cynthia A Holland
Download or read book An Analysis of the Relationship Between Participation in an Extended-day Kindergarten Program and the Performance of Its Participants in Third-grade Pennsylvania System of School Assessment Reading Scores written by Cynthia A Holland and published by . This book was released on 2012 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of a Pre-kindergarten Experience on Student Academic Progress in Reading and Math, Acquisition of Work Habits, and Proper Conduct in Public School by : George Shannon Truman
Download or read book The Influence of a Pre-kindergarten Experience on Student Academic Progress in Reading and Math, Acquisition of Work Habits, and Proper Conduct in Public School written by George Shannon Truman and published by . This book was released on 1999 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined the influence of attending Head Start or Title I prekindergarten on student academic progress in reading and math as well as acquisition of appropriate work habits and conduct. The study tracked the rate of academic progress on two separate groups of Head Start attendees and two separate groups of Title I prekindergarten students as they progressed from kindergarten through grade three. In kindergarten through second grade, report card scores in reading, math, work habits, and conduct of students receiving an academic pre-kindergarten experience were compared to those of students with no academic pre-kindergarten experience. All children studied were from families with similar socioeconomic status. In third grade, the pre-test and post-test scores on the North Carolina End-of-Grade Test administered in reading and math in grade three were compared. A Hierarchical Linear Model measured the initial status and growth rate within and between students and a repeated measures analysis of variance was used to analyze the End-of-Grade Test data. The students having a Head Start or Title I prekindergarten experience demonstrated significant, modest gains over no pre-kindergarten experience children in acquisition of reading and math skills in kindergarten and first grade. There were no significant differences in reading and math performance among all four groups in second and third grades. Furthermore, there were no significant differences in the child's acquisition of work habits or appropriate conduct skills at any grade level.
Book Synopsis The Effects of Kindergarten Entrance Age and Gender on Students' Performance on the Ohio Third Grade Reading Achievement Assessment by : Deborah Piotrowski
Download or read book The Effects of Kindergarten Entrance Age and Gender on Students' Performance on the Ohio Third Grade Reading Achievement Assessment written by Deborah Piotrowski and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates whether gender and kindergarten entrance age affect students' achievement on the Ohio Third Grade Reading Achievement Assessment. More specifically, this study investigates whether kindergarten children with late birthdays (after July 1) and who reside in northwest Ohio score lower on the literacy component of the Ohio Third Grade Reading Achievement Assessment than their older peers with birthdays prior to July 1. The sample for this study is composed of 2,296 third-grade students who attended schools within 10 different school districts in rural northwest Ohio over a three-year period (2007, 2008, and 2009). The sample data consisted of total reading scores, birth dates and gender of the students in the sample. Analysis of the data was conducted using two statistical models: simple linear regression analysis, a series of two-sample t-tests, and a General Linear Model. Overall, the results of the regression analyses indicated a slight negative correlation (not statistically significant) between the age at kindergarten entrance and reading achievement scores, suggesting that the reading iv achievement scores for both boys and girls decreases as their age at kindergarten increases. Based on the t-test results, it can be concluded that there is no significant difference in the scores between boys with birthdays after July 1 and girls with birthdays after July 1 on the Ohio Third Grade Reading Achievement Assessment. The General Linear Model analysis indicated there were significant differences between the participating districts.
Book Synopsis Impact of the Education Level of Voluntary Prekindergarten Teachers Upon Kindergarten Student Readiness Rates by : Teresa A. Wright
Download or read book Impact of the Education Level of Voluntary Prekindergarten Teachers Upon Kindergarten Student Readiness Rates written by Teresa A. Wright and published by . This book was released on 2012 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site. Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
Book Synopsis Investigating Academic Performance Between Hispanic Pre-kindergarten Students Enrolled and Not Enrolled in a Structured Literacy Program in Selected Elementary Schools by : Veronica Fanelle Guerra
Download or read book Investigating Academic Performance Between Hispanic Pre-kindergarten Students Enrolled and Not Enrolled in a Structured Literacy Program in Selected Elementary Schools written by Veronica Fanelle Guerra and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact on the academic performance of Hispanic pre-kindergarten students after participating in a three year structured literacy program compared to the academic performance of Hispanic prekindergarten students not in a structured literacy program in selected elementary schools in the Laredo Independent School District in Texas. This study's objective was to determine if participation in a structured literacy program is beneficial. This study will provide information and direction for district educators and school leaders contemplating the benefits of a three year old pre-kindergarten program at all district campuses. The researcher's hypothesis that young Hispanic children, given the opportunity to attend a three year old structured literacy program, will acquire literacy skills and perform academically above what is normally is expected for this age group, is supported by literature and studies reviewed. Key to the purpose of this study is the understanding that as children grow and develop in today's competitive society, literacy is important because it provides a foundation for life-long learning. For that reason it becomes necessary to educate all children at an early age. Given that in today's volatile educational system, a comprehensive early childhood program has not been adopted much less one that focuses on pre-literacy and literacy skills; it is vital to examine the possible benefits. Currently, school districts and private institutions allow children to enter a kindergarten at different levels of literacy development and reading readiness; this is even truer for today's divergent and burgeoning Hispanic population. Based on research, students tend to fare better, both short-term and long-term when allowed to enter an early educational setting. While no specific program is identified as key to this success, it only stands to reason that one that is structured and that has a well defined curriculum would fare better. Conclusions from this study provide data reflecting a need to provide an early pre-literacy program, improvement of teacher training, and greater parental involvement. It is this researcher's contention that schools benefit from further research regarding the implementation of like programs in other geographic regions and with other participants.
Book Synopsis Teacher Retention and Its Effect on Third Grade Student Achievement as Measured by the North Carolina End-of-Grade Tests in Reading and Mathematics by : Michael Rudolph Webb
Download or read book Teacher Retention and Its Effect on Third Grade Student Achievement as Measured by the North Carolina End-of-Grade Tests in Reading and Mathematics written by Michael Rudolph Webb and published by . This book was released on 2002 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of the study was to test the effect that teacher retention has on third grade student performance on the North Carolina End-of-Grade tests for reading and math. The goal of the researcher was to identify if a relationship existed between the predictor variable of teacher experience and the dependent variables of end-of-grade tests in reading and math. The theoretical foundation was gleaned from teacher retention, highstakes testing, and accountability. The sample was a heterogeneous group of third grade students. The participants were from a school system located in the southern Piedmont region of North Carolina, which serves urban and rural families. The subjects in the study represent African American, white, Hispanic, Asian, American Indian families and other. The study used a quantitative ex post facto design and all information employed in the study was archival. Two multiple regression equations and correlations assisted in understanding the relationship between teacher retention and third grade student performance on the North Carolina End-of-Grade tests for reading and math. The results indicated that there was a small statistically significant relationship between teacher experience at the third grade level and third grade student performance on the North Carolina End-of-Grade tests for math and reading when the variables of gender, ethnicity, and socioeconomic status were controlled.
Book Synopsis The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014 by : Brandon Hanshaw
Download or read book The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014 written by Brandon Hanshaw and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stakeholder perceptions included the successful and challenging elements of leading and teaching VPK within the research school district as well as how parents come to the decision of selecting the research school district as their VPK provider of choice over other available providers.
Book Synopsis Effects of the Tennessee Voluntary Pre-Kindergarten Program on School Readiness by : Mark W. Lipsey
Download or read book Effects of the Tennessee Voluntary Pre-Kindergarten Program on School Readiness written by Mark W. Lipsey and published by . This book was released on 2012 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relatively few rigorous studies of the effectiveness of contemporary public prekindergarten programs have been conducted despite the growing number of programs and large monetary investments they require. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Prekindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. Research studies have reported the rapid neurological, cognitive, and social-emotional growth that takes place during the first five years of life and the positive effects of high-quality early childhood educational programs. In recent years, however, TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a longitudinal randomized control trial (RCT) and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results for two cohorts of RCT participants.
