This study examined whether the increased instructional time in full-day Head Start classes had a lasting effect on students' school readiness, academic performance, and required special education services in kindergarten after statistically controlling for differences in baseline academic performance, demographic characteristics, and family income.
Examine factors related to mathematics instruction (such as scheduling, grouping, and materials) in pre-K and kindergarten classes in comparison with reading instruction.Examine current models for ESOL services to determine how to best support the ESOL students.Conduct a formative evaluation of the pre-K program using a multimethod data collection strategy that includes classroom observations, stakeholder surveys, and document analyses. The evaluation information will provide inductively derived success factors that may have contributed to the effectiveness of pre-K programs in improving students' reading skills and reducing required special education services. Replicate the outcome study on a different student cohort to see if the observed findings are replicable. Also, evaluate the long-term impact of full-day pre-K program in later grades.
10.04.30 Pre K report.pdf (604KB PDF)