ERIC_NO:
ED300426
TITLE:
Longitudinal Effectiveness of Prekindergarten Programs: Different Approaches.
AUTHOR:
Christner, Catherine; Baenen, Nancy R.
PUBLICATION_DATE:
1988
ABSTRACT:
Two approaches to the study of long-term effects of different prekindergarten (pre-K) programs in the Austin (Texas) Independent School
District (AISD) were studied. In one study, limited English proficient
(LEP) students attending AISD kindergartens in 1981-82, 1982-83, and 1983-84
were followed to see if those who attended pre-K showed an advantage over
those who did not in terms of achievement, retention, special education
referrals, and LEP status. The AISD had 260 LEP kindergartners in 1981-82;
195 did not and 65 did attend pre-K. There was no consistent evidence
of fewer retentions, lower rates of special education placement, or higher
exit rates among the children attending pre-K. Long-term achievement of
these pre-K students was not better. It is difficult to see why more positive
effects were not seen for this pre-K program, but explanations may lie
in the amount of time spent in instruction in English and Spanish. A second
approach compared pre-K students from educationally disadvantaged and
LEP groups with other students in the AISD at the same grade levels.
Difficulties in finding an adequate comparison group limited the usefulness
of conclusions. The importance of evaluating the effectiveness of pre-K
programs makes better follow-ups imperative. A table showing scores of
pre-K versus no pre-K LEP kindergarten students in reading, language and
math is attached. (SLD)
MAJOR_DESCRIPTORS:
Evaluation Methods; Longitudinal Studies; Preschool Evaluation; Program Effectiveness;
MINOR DESCRIPTORS:
Educationally Disadvantaged; Evaluation Problems; Language Arts; Limited English Speaking; Mathematics Achievement; Outcomes of Education; Preschool Education; Reading Achievement;
IDENTIFIERS:
Austin Independent School District TX
PUBLICATION_TYPE:
150; 143