4. Introduction cont’d:
Most studies show that attending a high-quality early
learning program strengthens kindergarten readiness
and long term academic performance.
Quality was implicated as the defining factor of a
successful preschool program but those studied were
inconsistent.
5. Introduction cont’d:
What does a high-quality preschool program look
like?
Can we insure the level of quality in early childhood
education and therefore lessen the varying degrees of
effectiveness?
Can high-quality programs be widely and equally
accessible to diverse populations?
Can other forms of early intervention be as effective in
positively enhancing school readiness as preschool
attendance?
7. Research Methods Cont’d:
Analysis of Variance Kindergarten Skills
(ANOVA) Assessments
Standard Deviation Grade-level Proficiency
Two-way MANOVA Tests
Chi-Square Test Graduation rates
8. Research Methods Cont’d:
California Standards
Tests
Georgia Kindergarten
Assessment Program
Developmental Reading
Assessment, Second
Edition
9. Research Methods cont’d:
Regression-discontinuity design
Time-series design
Pre-post design
Longitudinal study design
Quasi-experimental pre-post treatment design
Descriptive method based on relational survey model
10. In most cases, attending preschool significantly enhanced
school readiness and academic achievement in the long-term.
11. Results
cont’d:
Variables such as race-ethnicity, English-language fluency,
parent education and economic status can effect proficiency in
key subjects
Disadvantaged children are more likely to start school behind
and stay behind
Disadvantaged children are the least likely to attend high-
quality, center-based preschool programs
Preschool appears promising for narrowing achievement gaps
12. Results cont’d:
Supportive parental role has positive effects on
children’s learning
Engaging in activities at home such as reading,
painting, drawing, singing, and learning numbers have
a big impact on children’s kindergarten readiness
Literacy-rich environments correlates most closely
with children’s early literacy ability than any other
factor
13. Results cont’d:
Reading Achievement
Reading achievement scores
were consistently higher for
children in early childhood
Reading Achievement
education programs. 150
140
130
120 Received Preschool
No Preschool
110
100
90
Grade 3 Grade 5 Grade 8
14. Results cont’d:
Children from quality 55%
early learning settings 48%
have been shown to
36%
realize sizeable and 31%
preschool
program
enduring achievements 25%
in the long-term. no
14% preschool
program
Attended 4 Retained in Placed in
yr college grade special
education
15. Discussion:
Increase access, especially for underserved groups
Raise quality across the board, especially for
dimensions with the biggest shortfalls
Advance toward a more efficient and coordinated
system
Provide infrastructure supports
16. Discussion cont’d:
Continue with best
practice early childhood
education policies in the
classroom
Connect with parents and
empower them to support
their child’s learning
Continually enhance a
literacy-rich classroom
environment
Continue to advocate for
quality early learning
programs
17. Discussion cont’d:
It seems there is a significant difference in the academic
performance of children who attend a well-designed
preschool program with a curriculum that includes all
developmentally appropriate domains facilitated by a
professional teacher in a safe, literacy-rich environment.
18. Discussion cont’d:
The hypothesis is supported by the literature reviewed
Future research may be more conclusive by limiting
variables
19. References:
Barnett,W.S (2008). Preschool education and it’s lasting effects: Research and policy implications. Boulder and Tempe:
Education and Public Interest Center & Education Policy and research Unit. Retrieved October 21, 2011 from
http://epicpolicy.org/publication/preschool-education
Bowens-McCarthy, Patricia and Morote, Elsa Sophia (2009). The link between investment in early childhood
preschools and high school graduation rates for African-American males in the United States of America.
Contemporary Issues in Early Childhood, 10, 232-39.
Brown, Jen (2002). The Link Between Early Learning and Care and School Readiness. Economic Opportunity
Institute. Retrieved October 11, 2011 from
http://www.tes.co.uk/article.aspx?storycode=6006041
Canno, Jill S. and Karoly, Lynn A. The Promise of Preschool for Narrowing Readiness and Achievement Gaps Among
California Children. Santa Monica, CA: RAND Corporation, 2007.
Dunlap, Katherine M. (1997). Family Empowerment: One outcome of cooperative preschool education. Child Welfare,
Vol. 76(4), 501-18.
20. References cont’d:
Fails Nelson, Regina (2005).The Impact of Ready Environments on Achievement in Kindergarten. Journal of Research in
Childhood Education , 19(3), 215-21.
Gormley, William T., Jr.; Gayer, Ted; Phillips, Deborah; Dawson, Brittany (2005). The effects of universal pre-K on cognitive
development. Developmental Psychology, 41(6), 872-84.
Gulay, Hulya; Ackman, Berrin and Kargi, Eda (2001). Social skills of first grade primary students and preschool education.
Education, 131,663-79.
Karoly, Lynn A. Strategies for Advancing Preschool Adequacy and Efficiency in California. Santa Monica, CA: RAND
Corporation, 2009.
Taylor, Katherine Kees, Gibbs, Albert S., and Slate, John R. (2000). Preschool Attendance and Kindergarten Readiness.
Early Childhood Education Journal, 27(3), 191-95.
21. References cont’d:
Volenti, Joy E. and Tracey, Diane H. (2009). Full-day, Half-day and No Preschool; Effects on Urban Children’s First-Grade Reading
Achievement. Education and Urban Society, 41(6), 695-711.
Ward, Helen (2008). Preschool learning holds the key to children’s success later in life. The Times Educational Supplement,
no. 4817, 22-23.
Yoshikawa, Hirokazu, Ph.D. (2009). The Science Of Early Childhood development and the Foundations of Prosperity. Paper presented
at the Maine Business Leaders Summit on Early Childhood, Portland and Bath, ME, September 24, 2009.
