The Impact of Preprimary School on Primary School Achievement in Bangladesh

Autor/inn/en	Aboud, Frances E.; Hossain, Kamal
Titel	The Impact of Preprimary School on Primary School Achievement in Bangladesh
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 2, S.237-246 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.07.001
Schlagwörter	Academic Achievement; Young Children; Rating Scales; Foreign Countries; Grade 2; Grade 1; Preschool Education; Elementary Education; Elementary School Students; Correlation; Educational Quality; Comparative Analysis; Mathematics Achievement; Reading Achievement; Writing Achievement; Writing Skills; Language Skills; Bangladesh; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Schulleistung; Frühe Kindheit; Rating-Skala; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Vorschulerziehung; Elementarunterricht; Korrelation; Quality of education; Bildungsqualität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Bangladesch
Abstract	Evidence was collected regarding changes over 3 years in the quality of a preprimary program in rural Bangladesh and differences in school achievement of children who did and did not attend. The quality of 30 preprimary schools was evaluated using the ECERS-R (Early Childhood Environment Rating Scale-Revised) and ECERS-E (-Extension). Results indicated that the quality improved overall from 3.50 in 2006 to 5.24 in 2008. Samples of 180 graduates of these schools were annually followed into first and second grades and tested for five competencies: speaking, writing, reading, oral mathematics and written mathematics. Their achievement scores were compared with students in their classrooms and students in neighboring schools who did not have the opportunity to attend preprimary schools. First graders in 2008 performed significantly better than comparisons in all competencies, and better than earlier graduates. Second graders performed significantly better than comparisons on all but Reading. Qualities of the math preprimary program correlated with math achievement in Grade 1 only. Consequently the quality of the preprimary program improved over time along with higher achievement for its graduates. The findings support efforts to expand high-quality programs in developing countries to help children succeed in the early primary grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10