NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1079939
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2222-1735
Long-Term Impacts of Pre-K Education on Childhood Educational, Social, and Behavioral Development
Alsobaie, Mohammed Fahad
Journal of Education and Practice, v6 n16 p45-49 2015
The aim of this study is to run a longitudinal, ten year experimental study studying the effects of preschool attendance on long-term academic performance throughout elementary school. This study will sample 500 students from the Kalamazoo, Michigan community and observe their standardized test scores as well as their behavioral and social development as they progress through elementary school. I hope to discover the long-term impacts of attending pre-K programs on children in order to give educators and administrators a greater insight on how they should prioritize pre-K education in their schools.
IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A