ERIC Number: ED340486
Record Type: RIE
Publication Date: 1991-Nov
The Effects of Preschool on the Achievement of First, Second, Third, and Fourth Grade Reading and Math Students.
Bowlin, Flora Samantha; Clawson, Kenneth
The purpose of this study was to investigate the effect of a preschool program on achievement of first through fourth grade students in reading and math. The subjects of this study were 208 elementary students from the Estill County (Kentucky) School District. All the students were white, from low to middle socioeconomic classes. The experimental group included all students who had attended preschool. The control group was selected randomly from all the students in first, second, third, and fourth grades who did not have preschool experience. Some research has shown that children who attend preschool outperform children who do not attend preschool on standardized tests in later grades. Other evidence suggests that preschool experience may result in reduced placement in compensatory education, less retention in grade, and improved life chances, especially for disadvantaged children. However, formal academic programs in preschool may fail to have desired social results and produce no significant differences in academic gains. In the present study, it was hypothesized that students who had attended preschool would score significantly higher in reading and math on the Comprehensive Test of Basic Skills (CTBS) than children with similar ability who had not attended preschool. Findings did not support the hypothesis: students who had attended preschool did not score significantly higher on the CTBS in reading or math. (SH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, November 13-15, 1991).