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The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014
Title
The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014.
Creator
Hanshaw, Brandon, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Griffin, Walter, University of Central Florida
Abstract / Description
The purpose of this study was to determine whether the effects of participation in the Florida Voluntary Prekindergarten Program are sustained in kindergarten reading readiness for those who participated in the research school district VPK, those who participated in another provider VPK, and compared to those who did not participate in VPK. Select stakeholder perceptions were also gathered and analyzed, to include research school district parents of VPK participants, research school district...
Show moreThe purpose of this study was to determine whether the effects of participation in the Florida Voluntary Prekindergarten Program are sustained in kindergarten reading readiness for those who participated in the research school district VPK, those who participated in another provider VPK, and compared to those who did not participate in VPK. Select stakeholder perceptions were also gathered and analyzed, to include research school district parents of VPK participants, research school district VPK instructors, and research school district administrators. Academic effects were analyzed for VPK participants and non-VPK participants in 2012-2013 within their kindergarten 2013-2014 school year using the FAIR-K portion of the Florida Kindergarten Readiness Screener as well as the Discovery Education Early Skills Assessment for Kindergarten English/Language Arts Performance Measurement Assessment 1. Using a one way analysis of variance (ANOVA) it was determined that participation in VPK produces greater reading readiness in kindergarten. Statistically significant differences were found among the means of research school district VPK participants, another provider VPK participants, and non-VPK participants. On average, VPK participants, regardless of provider, exhibited significantly enhanced reading readiness skills than their non-VPK participant peers within both measurements. Stakeholder perceptions included the successful and challenging elements of leading and teaching VPK within the research school district as well as how parents come to the decision of selecting the research school district as their VPK provider of choice over other available providers.
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Date Issued
2016
Identifier
CFE0006316, ucf:51567
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006316
Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district.
Title
Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district.
Creator
Griffin, Walter, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
Students dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding...
Show moreStudents dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding students' perceptions of major mitigating factors in high school as compared to middle school that engaged them in school. The interventions that appear to have importance in assisting promise students in getting on track towards high school graduation were identified for replication in other programs throughout the target district.
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Date Issued
2013
Identifier
CFE0004854, ucf:49704
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004854