NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED562862
Record Type: Non-Journal
Publication Date: 2014
Pages: 7
Abstractor: ERIC
Reference Count: 1
Variation in Mean Academic Gains across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program
Hofer, Kerry G.
Society for Research on Educational Effectiveness
This paper presents evidence on the amount of classroom variation in gains across various domains of achievement within the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program; the data are taken from the randomized control trial (RCT) design of the TN-VPK evaluation. This study explores areas where those differences are largest, and offers speculations about possible causes of these differences. The full randomized sample included children from 111 randomized school applicant lists in 28 districts across Tennessee. The consented subsample of that group came from 76 applicant lists in 58 schools from 21 districts. Ten of those 58 schools were in the West region of the state, 24 were in the Central West region, 12 were in the Central East region, and 12 were in the East. Children were individually assessed using the set of Woodcock Johnson III achievement tests (Letter-Word Identification, Spelling, Understanding Directions, Applied Problems, Quantitative Concepts, Passage Comprehension, and Oral Comprehension). Data presented were analyzed through first calculating each individual child's gain by differencing the beginning and end of pre-k scores on each subscale, and those differences were aggregated to the classroom level for the children who attended VPK. The focus of this paper is not just on mean gain, but on standard deviations and ranges of gain. The amount of gain made during the pre-k year in TN-VPK classrooms varied substantially from classroom to classroom. Correlations of gains across subscales revealed that though classrooms that tended to make more relative gain on one subtest also tended to make relatively more gain on other subtests, the strength of the correlations did not suggest that classrooms making the most gains always made the most gains regardless of subject matter. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement