ERIC Number: ED406001
Record Type: Non-Journal
Publication Date: 1996-Sep
Reference Count: N/A
Third Party Evaluation of the Kentucky Education Reform Act Preschool Programs.
Bridge, Connie; And Others
This report details results of the 1995-96 study of the Kentucky Education Reform Act (KERA) Preschool Programs, the fifth such evaluation of the state-mandated preschool programs of at-risk 4-year-old children and 3- and 4-year-olds with disabilities. Following an executive summary and explanation of the methodology for the evaluation, this report details results for each of the five evaluation areas: (1) the nature and extent of implementation of the preschool program; (2) gains achieved by 1995-96 preschool participants; (3) the relationship between program quality and student outcomes; (4) performance of participants compared with that of same-age eligible non-participants and non-eligible peers; and (5) the long-term effects of participation in the program for former participants. Among the results noted are the following: (1) program quality appears to be fairly consistent across individual preschool programs around the state, and parents are generally pleased with the program; (2) at-risk children made more than one month gain for each month in the program in the domains of personal, social, adaptive, gross motor, and fine motor skills; (3) while there were few significant correlations between program quality and student outcomes, those programs with higher total scores on the "Configuration Map for Preschool Programs" also have students whose Proportional Change Index scores are higher in the areas of receptive communication, expression communication, and total communication; (4) kindergarten children who had attended the preschool program were viewed by their teachers as being better prepared for kindergarten than their eligible but non-participating peers, and as prepared as a random group of their non-eligible peers; and (5) with only a few exceptions, the state preschool participants continue to do as well as a random group of peers through the fourth grade on most measures of social skills and academic progress. (HTH)
Descriptors: Attendance, Blacks, Disabilities, Educational Change, High Risk Students, Interpersonal Competence, Literacy, Outcomes of Education, Parent Attitudes, Preschool Education, Program Effectiveness, Program Evaluation, Program Implementation, Socioeconomic Status, Surveys, Teacher Expectations of Students
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Kentucky Univ., Lexington. Coll. of Human Environmental Sciences.; Kentucky Univ., Lexington. Coll. of Education.
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: Kentucky Education Reform Act 1990