The purpose of this study was to determine if the intervention of attending public
school pre-kindergarten reflected an impact on student achievement as measured by
third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender,
English language learner status, socio-economic status, and the language of the test. To
determine this impact, the performance of third grade students who attended prekindergarten
in 10 selected elementary schools in San Antonio was compared to
students in these same schools who did not attend pre-kindergarten.
Quantitative techniques and analyses were used to illustrate data collected from
the research sample. A t-test for independent means was used for Research Questions #1
and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data
as a function of gender, English language learner status, socio-economic status, and the
language of the test in Research Question #3. Findings in the study included the following:
1. There was statistical significant difference on third grade TAKS reading
scores among the students who attended pre-kindergarten.
2. There was statistical significant difference on third grade TAKS math scores
among the students who attended pre-kindergarten.
3. There was no statistical significant difference on third grade TAKS reading
or math among the students who attended or did not attend pre-kindergarten based on
gender, socio-economic, English language learner status, and the language of the test.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/85921 |
| Date | 10 October 2008 |
| Creators | Maldonado, Wanda |
| Contributors | Collier,Virginia, Hoyle,John |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Record of Study, text |
| Format | electronic, born digital |
Page generated in 0.0018 seconds