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ERIC Number: ED198949
Record Type: RIE
Publication Date: 1981-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
The Long Term Effects of ESEA Title I Preschool and All Day Kindergarten: An Eight Year Follow-Up Study.
Nieman, Ronald H.; Gastright, Joseph F.
This eight-year follow-up study, examining the educational impact of a compensatory early childhood program upon disadvantaged students, compares mean scores of the treatment group of 410 former preschool and all day kindergarten students with those of a comparison group of 141 traditional half day kindergarten students. Empirical evidence shows that, at the end of both the fourth and eighth grades, the treatment group scored significantly higher on both the total reading and total math subtests of the Metropolitan Achievement Test. Additional data indicate that the treatment group had a lower incidence of grade failure and placement in special education. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Cincinnati Public Schools, OH.
Identifiers: Elementary Secondary Education Act Title I; Metropolitan Achievement Tests; Ohio (Cincinnati)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 11-17, 1981).