ERIC Number: ED390529
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Differential Effects of Preschool Models on Inner-City Children: The 'Class of 2000' Transitions from Third to Fourth Grade.
Marcon, Rebecca A.
This research report describes a follow-up study of children from a large urban school district that had widely implemented a pre-kindergarten program. The study examined the critical transition between primary and upper elementary grades for enduring effects of early educational experiences. A sample of 141 children enrolled in 68 urban schools was studied at the end of children's sixth year in school. Of this sample, 96% were African-American, 57% were female, and 76% were from low socioeconomic backgrounds. Results showed that some preschool school learning experiences impact negatively on children's ability to make the transition successfully from the primary grades to the upper grades. The children whose preschool experience was academically focused showed the greatest decline in school achievement between first and fourth grades. The long-term positive effects of a more active, child-initiated early learning experience showed up clearly between the fifth and sixth year of school for inner city children who began school at age four. (Tables of the impact of prekindergarten/Head start model on progress, by grades, are included.) (WP)
Descriptors: Academic Achievement, Classroom Environment, Early Experience, Elementary Education, Elementary School Students, Inner City, Kindergarten, Outcomes of Education, Preschool Curriculum, Preschool Education, Public Schools, Student Adjustment, Transitional Programs, Urban Education, Urban Schools
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Project Head Start
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (61st, Indianapolis, IN, March 30-April 2, 1995). For related research, see ED 357 882.