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ERIC Number: ED357882
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Differential Effects of Preschool Models on Inner-City Children: Following the 'Class of 2000' at Year Five.
Marcon, Rebecca A.
This study examined the social competence and academic achievement of 248 children who were enrolled in public schools in Washington, D.C. Of the children in the 77% recovered sample, 96 percent were African American, 68 percent had attended both prekindergarten and kindergarten, and 32 percent had attended kindergarten only. The prekindergartens followed one of three approaches: a child-initiated approach, an academically directed approach, or an approach intermediate between the other two. The kindergartens followed one of two approaches: a moderately academic (MA) approach, and an approach that stressed the importance of children's socioemotional (SE) development. Measures of school competence included grade retention and special education placement. Measures of student achievement included grades, scores on standardized achievement tests, and attainment of reading and math objectives. No differences were found in grade retention between children who had attended prekindergarten and those who had attended kindergarten only. Among children who had attended kindergarten only, those who had attended the MA kindergarten were three times as likely as those who had attended the SE kindergarten to be retained at the end of their fifth year in school. Among children who had attended prekindergarten, boys were more likely than girls to be retained prior to third grade. The reverse was true for children who had attended kindergarten only. Boys who had attended the SE kindergarten earned higher grades during their fifth year in school than did boys who had attended the MA kindergarten. The reverse was true for girls. (BC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A