The purpose of this study was to determine if a difference in achievement scores exist between students who attended the Johnson County School System preschool program and those who did not as measured by standardized TCAP achievement test Reading/Language Arts and Math scores of students in the third and fourth grades. The variables of grade level and preschool attendance were considered. The population consisted of students who were in the third or fourth grades in the Johnson County School System during the 2010-2011 school year through the 2012-2013 school year. Data gathered were from the Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2010-2011 school year through 2012-2013 school year and from the preschool attendance student management system. Independent and paired t-tests were used to evaluate differences in the variables. The investigation of the relationship between attendance in preschool and achievement test scores might assist educators in planning and implementation of future preschool programs within the public school setting. Findings in this study did not show significance of preschool attendance within the Johnson County School System preschool program in relation to achievement test scores. Scale scores were tested in this model for both third and fourth grade achievement scores. These scores consisted of Reading/Language Arts and Math. Areas tested were found to have no significant differences for third and fourth grade based on preschool attendance but did have significant differences when third grade was compared to fourth grade of the same students.

The purpose of this study was to determine if a difference in achievement test scores exists between students who attended preschool and those who did not as measured by standardized achievement test scores of students in the 3rd and 4th grades. The variables of grade level and gender were also considered. The population consisted of students who attended 4th and 5th grades during the 2007-2008 school year in the Greeneville City Schools. Data gathered were from Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2006-2007 school year. Analysis of variance was used to identify any relationship between variables. The investigation of the relationship between attendance in preschool and achievement test scores might assist educators in planning the implementation of future preschool programs within the public school setting. Although the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between attendance in preschool programs in relation to achievement test scores might find this study to be of importance. Findings in this study did not show significance of preschool attendance within the Greeneville City Schools in relation to achievement test scores. Scale scores were tested in this model for both 3rd- and 4th-grade achievement scores. These scores consisted of language arts, math, science, and social studies. All areas tested were found to have no significance for (a) gender, (b) attendance in a preschool program, and (c) interaction between gender and attendance in a preschool program within the Greeneville City Schools.

This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site. Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida’s voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a largescale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.