Early Childhood Education: Academic and Behavioral Benefits of Prekindergarten Educational Programming

Autor/inn/en	Nold, James; De Jong, David; Moran, James; Robinson, Derrick; Aderhold, Frederick
Titel	Early Childhood Education: Academic and Behavioral Benefits of Prekindergarten Educational Programming
Quelle	In: SAGE Open, 11 (2021) 2, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Jong, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211010154
Schlagwörter	Preschool Education; Access to Education; Educational Finance; Program Effectiveness; Attendance; Student Behavior; Academic Achievement; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Poverty; Low Income Students; Discipline Problems; Financial Support; Eligibility; Federal Aid; At Risk Students; Gender Differences; North Carolina; Illinois (Chicago); New Jersey; South Dakota + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Anwesenheit; Student behaviour; Schülerverhalten; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Armut; Finanzielle Förderung; Eignung; Geschlechterkonflikt; South-Dakota
Abstract	State-funded prekindergarten educational programming for all children is a rarity in the United States. Five states offer no financial support to fund prekindergarten educational programming, and the majority offer partial funding. Only three states provide universally funded prekindergarten educational programming. The purpose of this study is to examine some of the benefits of prekindergarten educational programming to identify reasons to expand the programs and subsequently enroll, at the very least, all economically eligible children. The study analyzed the results of attendance, behavior reports, and test scores to evaluate the academic and behavioral success of six cohorts of students in Grades K-5. All students studied qualified for educational programming support at the level of 100% poverty. The two studied groups are those students who attended the prekindergarten educational programming and those students who did not attend prekindergarten educational programming. The study revealed statistically significant results predominately with behavior and more specifically with office referrals. Students who attended prekindergarten educational programming received fewer office referrals at a statistically significant level compared with those students who did not attend the prekindergarten programming. Academically, the overall results of the data showed that those students who completed prekindergarten educational programming outscored their counterparts who did not attend prekindergarten but not at a statistically significant level. Studies showing the benefits of prekindergarten educational programming may motivate local and state officials to support funding to ensure that at a minimum, all students who qualify based on poverty will have the opportunity to attend prekindergarten educational programming. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01