ERIC Number: ED356864
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
The Effects of an Extra Year Program after Kindergarten on Students' School Achievement and Self-Esteem.
Connell, Peggy H.; Evans, Janet
The effects of an extra-year transition program after kindergarten on fourth grade students' achievement and self-esteem levels were examined in this study using the Piers-Harris Children's Self-Concept Scale and the Stanford Achievement Test. Fourth grade students from a school district in central Alabama who had participated in the extra-year program were compared to randomly selected fourth grade students who had not participated in the extra year program, students who had been referred to but not placed in the transition program, and retained students. The total sample consisted of 80 students. The transition program was planned according to Uphoff's (1990) characteristics of effective transition room programs to provide a "developmentally appropriate designed transition room" staffed by an experienced teacher. The findings indicated that the extra-year program did not have a significant impact on students' achievement. However, in contrast to the results of other studies reported in the literature, the self-esteem of fourth grade students who participated in the program was significantly higher than the self-esteem of nonparticipants. (HOD).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Piers Harris Childrens Self Concept Scale; Stanford Achievement Tests