This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-5376 |
| Date | 09 May 2015 |
| Creators | Palmer, Sebrina R |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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