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ERIC Number: ED349104
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: 0
Relationships between a Prekindergarten Intervention Program and School Success.
Seawell, Jane R.; Ross, Geraldine A.
The purpose of this study of the Charlotte-Mecklenburg Chapter 1 Preschool Program was to document the program's effects and to make a start at determining whether the program prevents later school problems. It was hypothesized: (1) that former preschool program members would have significantly better language development than eligible students who did not participate in the program; and (2) that participating students would do better than children who had no preschool experience in the areas of grade retention, special education referrals, behavior ratings, and parent participation. Data were acquired from three sources: (1) individual testing of the students; (2) teacher ratings of the students; and (3) school records. Information about students' classroom behavior was obtained by means of the Devereux Elementary School Behavior Rating Scale II. Teachers were asked to provide information regarding parent participation in the child's school life. The subjects were 1,232 kindergarten and first grade students from 56 schools in Charlotte-Mecklenburg, a large metropolitan area in North Carolina. The subjects had, as 4-year-old children, been found eligible for the local Chapter 1 preschool program. Two samples were selected: 160 kindergarten and first grade students from the preschool group; and 161 kindergarten and first grade students from a comparison group who had either attended a different program or had no program experience. The study showed statistically significant results favorable to the Chapter 1 program on only a few variables. (AC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Charlotte Mecklenburg Public Schools NC; Education Consolidation Improvement Act Chapter 1
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).