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ERIC Number: ED407094
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Differential Impact of Preschool Models on Achievement of Inner-City Children.
Marcon, Rebecca A.; And Others
This study examined the effects of early educational experiences on a group of inner-city children as they approached the transition to junior high school. Data on 249 sixth graders enrolled in 67 schools in a large urban school district were used in the study. The sample, about 62 percent of which was female, was 96 percent African American; 76 percent of the students qualified for subsidized lunch based upon low family income. A standardized measure of academic achievement was analyzed for the impact of preschool attendance, preschool model, kindergarten model, sex, and interaction between the variables. No significant differences were found in achievement between students who attended preschool prior to entering kindergarten and those who did not. The results indicated that sixth grade academic achievement was enhanced by early learning experiences that emphasized socioemotional development over academic preparation. This finding was particularly strong for males. While reading appeared to be the area of achievement most broadly affected by kindergarten experiences, boys' overall achievement in sixth grade was consistently higher if kindergarten teachers had nurtured early social development. (Contains 11 references.) (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A