ERIC Number: ED158864
Record Type: RIE
Publication Date: 1976-Mar
Reference Count: 0
The Relationship of Preschool Experience and Socioeconomic Status to Kindergarten and First Grade Achievement. Technical Report #65.
Fox, Candace; Gallimore, Ronald
This study examines the effects of preschool attendance on school achievement. The achievement test scores of 50 children in two classes of the Kamehameha Early Education Program (KEEP) who had attended preschool were compared to those of their classmates who had not attended preschool. Measures of kindergarten achievement used were the Wechsler Preschool and Primary Scale of Intelligence, the Metropolitan Readiness Test, and the Standard English Repetition Test, administered in the fall and spring of each class's kindergarten year. The Gates-MacGinitie Reading Test, administered in the spring of the first grade year, was used as a measure of first grade reading achievement. It was found that the preschool group had an advantage in verbal ability over the no-preschool group throughout the kindergarten year. However, by the end of first grade, there was no difference in reading achievement between the two groups. Additional analyses on socioeconomic status (SES) variables showed that preschool attenders could not be distinguished from non-preschool attenders on the basis of socioeconomic status. These analyses, however, led to the conclusion that SES is clearly more important to kindergarten achievement than preschool attendance. (Author/JMB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California Univ., Los Angeles. Mental Retardation Research Center.; Hawaii State Dept. of Education, Honolulu.
Authoring Institution: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.
Identifiers: Hawaii; Kamehameha Early Education Program
Note: For related documents, see PS 009 533-566 and PS 009 568-573