AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. Executive Summary. DPE Publication Number: 09.76 (b)

Autor/in	Brunner, Josie
Institution	Austin Independent School District (AISD)
Titel	AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. Executive Summary. DPE Publication Number: 09.76 (b)
Quelle	(2011), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Preschool Education; Longitudinal Studies; Grade 7; State Standards; Reading Tests; Attendance; School Schedules; Comparative Analysis; Intelligence Tests; Verbal Ability; Vocabulary; English Language Learners; Spanish; Program Evaluation; Reading Achievement; Enrollment Trends; Texas (Austin); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Pre-school education; Vorschulerziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07; Lesetest; Anwesenheit; Schulzeiteinteilung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Spanisch; Programme evaluation; Programmevaluation; Leseleistung
Abstract	This is an executive summary of a longer report: "AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs." In the Austin Independent School District, full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 Texas state assessment for 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. [For the full report, see ED619455.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01