A Longitudinal Study of Achievement Associated with Participation in a Public School Kindergarten [microform] / Esther Howard
- Bib ID:
- 5485515
- Format:
- Book and Microform
- Author:
- Howard, Esther
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1986
- 28 p.
- Summary:
-
Compared were long-term achievement gains made by first, second, and third grade students who attended either a public school kindergarten, nonpublic school kindergartens, or no kindergarten prior to first grade in northeastern Mississippi. Also investigated were relationships of race and sex to academic achievement. Dependent variables included all subtest and total scores on the California Achievement Tests, which were administered as part of the school's normal testing policy to students entering the first grade and students in the primary grades. Subjects were 136 students enrolled in the first grade during the 1981-1983 school years who remained in the school system for four consecutive years from kindergarten through third grade; 134 students with no kindergarten experience; and 185 who attended nonpublic kindergarten. Findings indicated that students who attended kindergarten, public and nonpublic, performed at higher levels of achievement in the first three elementary grades than did students who did not attend kindergarten. These differences were significant throughout the grade levels. (RH)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 19-21, 1986).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Genre/Form:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary, dramatic or musical work
- Published status:
- Published
- Publication date:
- 1986
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