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The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance

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Date Issued:
2019
Abstract/Description:
In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.
Title: The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance.
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Name(s): Melin, Marissa, Author
Johnson, Jerry, Committee Chair
Clark, M. H., Committee Member
Levin, Judith, Committee Member
Rodriguez, Jordan, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.
Identifier: CFE0007686 (IID), ucf:52489 (fedora)
Note(s): 2019-08-01
Ed.D.
Community Innovation and Education, Educational Leadership and Higher Education
Doctoral
This record was generated from author submitted information.
Subject(s): prekindergarten -- VPK -- academic achievement -- long-term -- sustained -- pre-k
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007686
Restrictions on Access: campus 2020-08-15
Host Institution: UCF

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