The Effects of Pre-Kindergarten Participation on Reading Achievement Among English Language Learners Who Are Socioeconomically Disadvantaged in Grades 1, 2 and 3 in a Large Urban Public School District in North Texas

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2013

Abstract

This study compared the standardized reading achievement scores in grades 1, 2 and 3 of two groups of students: one group who participated in Pre-Kindergarten (PK) in a large urban public school district in North Texas, with the assessment results of a group of grade level peers with similar ethnic and socioeconomic characteristics, who did not participate in a Pre-Kindergarten (PK) program. The purpose of this study was to provide plausible answers to educators' inquiry regarding the efficacy of Pre-Kindergarten (PK) programs by identifying and comparing outcomes made by socioeconomically disadvantaged English language learners (ELLs) who participated in Pre-Kindergarten (PK) in a large urban public school district in North Texas with student peers who did not participate. This study sought to inform the early childhood education (ECE) knowledge base of the educational long-term benefits gained by students in Pre-Kindergarten (PK) programs. causal-comparative study compared the differences in reading standardized achievement scores between two groups of students: (1) students who participated in a Pre-Kindergarten (PK) program, either at a Pre-Kindergarten (PK) campus or their neighborhood elementary school; and (2) students who were eligible, but for one reason or another, did not participate in a Pre-Kindergarten (PK) program

Advisor

Maria Hinojosa

Subject Categories

Education | Educational Administration and Supervision

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