Longitudinal Study of Georgia's Pre-K Program: Third Grade Report Summary

Autor/inn/en	Soliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Jenkins, G.; Peisner-Feinberg, E.
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Longitudinal Study of Georgia's Pre-K Program: Third Grade Report Summary
Quelle	(2021), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Primary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Program Effectiveness; Outcomes of Education; Social Development; Academic Achievement; Teacher Student Relationship; English Language Learners; Spanish Speaking; Executive Function; Predictor Variables; Language Proficiency; Reading Skills; Mathematics Skills; Student Characteristics; Scores; Georgia; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Lernleistung; Schulerfolg; Soziale Entwicklung; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This report summarizes results from the Georgia's Pre-K Longitudinal Study Third-Grade Report. The study followed a representative sample of children (n=1,169) from their pre-k experience (2013-2014) through the third grade (2017-2018). Study components include: (1) Standardized child assessments that measure skills across learning domains. By using standardized child assessments, children's scores can be compared to a nationally representative sample of children of the same age; (2) Observations of classroom quality over time that measure the quality of teacher-child interactions; (3) Inclusion of a subsample of dual language learners (English-Spanish); and (4) A comparison sample of children who did not attend any pre-k added in the third-grade year. Children who attended Georgia's Pre-K Program had literacy skills that were moderately higher and executive function skills that were somewhat higher in the fall of third grade than children whose parents reported that the child did not attend any pre-k program (comparison group). These results are similar to the findings of the Longitudinal Study where children who attended Georgia's Pre-K had higher scores in foundational literacy skills relative to the national norming sample. Together, these results suggest that foundational literacy skills, which are a focus of pre-k, were not obtained by children in the comparison sample. The chart below shows where differences were statistically significant between the two groups and the size of those differences. [For the full report, see ED611010.] (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