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ERIC Number: ED477479
Record Type: Non-Journal
Publication Date: 2002
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Anaylsis of Pretest and Post Test Scores of Head Start African American, Hispanic American and European American Students Engaged in an Intensive Emergent Literacy Program.
Baumgarten, Thomas L.; Minix, Quinella
The Texas Education Agency awarded twenty competitive grants to Head Start programs in the state. The focus of the grants was on emergent literacy and pre-reading skills. Teachers, mentors, and administrators underwent intensive training. To investigate whether children emerged from the grant programs ready to enter school reading, an outside program evaluation was conducted by each grantee. As part of the evaluation, pretest and posttest scores for African American, Hispanic American, and European American students were analyzed to determine if significant differences existed between groups targeted using grant materials, mentoring, and pre-reading strategies, and those of a control group. Subjects were 174 Head Start participants, assessed in October and again in May using a battery of assessment instruments that included the Peabody Picture Vocabulary Test, Expressive Vocabulary Test, and Developing Skills Checklist. Spanish-speaking children completed Spanish versions of these instruments. Findings indicated that Hispanic American students scored higher on the majority of the tests administered. The scores of the African Americans were higher than the European Americans. The European Americans did perform better than the other groups on the math portion of the DSC. The data must be viewed in light of the fact that the groups were not the same size. (HTH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas