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ERIC Number: ED133063
Record Type: Non-Journal
Publication Date: 1976
Reference Count: N/A
Psychological Evaluation of ECE, FY 1977.
Lane, Elizabeth M., Ed.
Results of a 9-year assessment of the Dayton Public School Early Childhood Education Program are presented in this report: findings for the school year 1975-76 are reviewed in detail and studies of the preceding eight years are summarized. The 1060 participants enrolled at 32 different centers in 1975-76 were 4- and 5-year-olds, predominantly from socioeconomically disadvantaged families, as were those involved in the earlier programs. A new set of measurement techniques was adopted in 1975-76, with a total of 94 target behaviors encompassing nine broad skill areas used to evaluate program impact in a criterion-referenced approach. In addition, two other criterion tasks, the Walker Readiness Test for Disadvantaged Preschool Children and the Caldwell Preschool Inventory were selected to measure program effectiveness. All these tasks revealed significant gains. Results of the nine years of evaluation support the program as effective in early remediation and prevention, as long as it is followed by other programs which reinforce the skills and learning acquired. Strong supportive evidence is presented of the effectiveness of early childhood education upon kindergarten performance. Most first grade results indicate continued superior performance of children with preschool training, but by second grade, impact of the preschool program has been weakened. Considering the many uncontrolled, possibly influential variables intervening during kindergarten and the early primary years, it is seen as significant that the program has had such measurable relatively long-term effects. (Author/BF)
Descriptors: Academic Achievement, Behavioral Objectives, Disadvantaged Youth, Early Childhood Education, Educational Assessment, Grade 1, Grade 2, Intervention, Kindergarten Children, Learning Readiness, Longitudinal Studies, Preschool Education, Preschool Evaluation, Primary Education, Program Evaluation, Psychological Evaluation, Socioeconomic Status
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Dayton Public Schools, OH.
Identifiers - Location: Ohio (Dayton)
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I