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ERIC Number: ED563588
Record Type: Non-Journal
Publication Date: 2013
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-5647-0
Prekindergarten Participation as Related to Performance in Primary Grades
Garmon, Terri P.
ProQuest LLC, Ph.D. Dissertation, Capella University
Requirements of No Child Left Behind have caused tremendous interest in the effectiveness of preschool education programs. Intervention programs such as Head Start have existed for children with academic, social, or emotional delays. These programs provided services to help remediate deficits that are often observed in children from less privileged backgrounds. Recently states have established free, universal prekindergarten programs to enrich early language development and pre-literacy skills. Since literacy development is linked to the acquisition of language and vocabulary skills, preschool programs that emphasize early language development are thought to better prepare children for success in primary school. However, little research has been conducted to examine the causal relationship between prekindergarten participation and academic achievement in later primary grades. It is important to understand the relationship between participation in prekindergarten and academic performance in primary school in order to plan for effectiveness of prekindergarten programs. This study used casual-comparative design to examine secondary data for causal relationships regarding children who have participated in prekindergarten and children who have not participated in prekindergarten, and their performance on the Reading portion of the 3rd grade Georgia Criterion Referenced Competency Tests. Consideration was given to the type of prekindergarten program in which children participated, since public and private programs are currently approved and provided by the Georgia Department of Education. The samples used in this study were obtained from 3rd grade students in public school in rural South Georgia. Test results indicate that children who participated in prekindergarten administered through the public school system scored higher on 3rd evaluations than children who attended prekindergarten in a private setting or children who did not attend prekindergarten. Children who did not attend prekindergarten actually scored higher than those who attended prekindergarten in privately administered programs. Results indicate that resources may be most effectively in publicly administered programs. Students attending these programs experienced more effective long-term gains than children in private programs or children who did not attend prekindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Primary Education; Preschool Education; Grade 3; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests