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ERIC Number: ED409348
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluation of Pre-First Grade.
Wang, Y. Lawrence; Johnstone, Whitcomb
An evaluation of the developmental first grade, or pre-first grade, program of the Irving Independent School District (Texas) was conducted through four studies. Students are placed in the pre-first grade as a transition between kindergarten and first grade, typically on the basis of some assessment of maturity. The first study examined the relationship between students' age, gender, ethnicity, and pre-first placement in samples for 4 years that ranged from 1,495 to 1,697 students. Young age, being male, and being Hispanic American were associated with pre-first placement. The second study compared older elementary school students (grades 5, 6, and 7) who attended pre-first grade with 107 students for whom pre-first was recommended but who did not attend. In the third study, recommended pre-first students and those who were recommended and did not attend (samples of 42 to 157 each year) were compared in relation to promotion and special education placement with peers who were never recommended. The fourth study compared pre-first refusers with students promoted directly to the first grade. With or without participation in pre-first grade, recommended students did not perform as well as their promoted peers in terms of later retention, special education placement, or scores on the Texas Assessment of Academic Skills. The additional year of instruction did not help pre-first students perform better in later years, and more than the expected number of pre-first recommended students received special education placement in later years. In fact, students who were assessed as unready and accepted the pre-first placement actually performed less well than similar peers who refused the program. Why this occurred should be studied. An appendix contains three figures illustrating study data. (Contains 52 tables.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills