Predicting Students' Mathematics Achievement through Elementary and Middle School: The Contribution of State-Funded Prekindergarten Program Participation

Autor/inn/en	Han, Jisu; Neuharth-Pritchett, Stacey
Titel	Predicting Students' Mathematics Achievement through Elementary and Middle School: The Contribution of State-Funded Prekindergarten Program Participation
Quelle	In: Child & Youth Care Forum, 50 (2021) 4, S.587-610 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Jisu) ORCID (Neuharth-Pritchett, Stacey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-020-09595-w
Schlagwörter	Prediction; Longitudinal Studies; Mathematics Achievement; Elementary School Students; Middle School Students; State Aid; Preschool Children; Outcomes of Education; State Standards; Academic Standards; Standardized Tests; Effect Size; Student Participation; Georgia + Suchen Sie Ihr Suchwort? Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Background: Prekindergarten programs are instrumental for smooth transition to the primary grades. Although the prevalence of these programs has expanded, limited studies document the long-term outcomes associated with children's engagement in such programs and for specific content areas such as mathematics. Objective: This study predicted the longitudinal mathematics achievement of 458 students as they progressed through elementary and middle school, accounting for their participation in Georgia's prekindergarten (Pre-K) program at age 4. Method: Archived academic achievement data in mathematics were extracted from one school district in the southeastern United States. A multilevel approach was employed to account for the nesting of students within schools. Liner and logistic regression analyses were used to examine the long-term relationship between prekindergarten participation and mathematics achievement. Results: After controlling for the effects of race, sex, and poverty, results indicated that participation in Georgia's Pre-K program positively predicted mathematics achievement through seventh grade. For fourth through seventh grades, the odds of a Georgia Pre-K participant meeting the state's academic standards on the statewide standardized test were 1.67-2.10 times greater than the odds for a nonparticipant. Conclusion: Although the reported effect sizes were small, children's participation in the Georgia Pre-K program had a long-term influence on their mathematics achievement through elementary and middle school, providing evidence of sustained benefits of a state-funded prekindergarten program. Quality learning experiences during the early years might provide skills and knowledge that serve as building blocks for later mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01