The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools

摘要

The purpose of this study was to determine if the intervention of attending publicschool pre-kindergarten reflected an impact on student achievement as measured bythird grade Texas Assessment of Knowledge and Skills (TAKS) considering gender,English language learner status, socio-economic status, and the language of the test. Todetermine this impact, the performance of third grade students who attended prekindergartenin 10 selected elementary schools in San Antonio was compared tostudents in these same schools who did not attend pre-kindergarten.Quantitative techniques and analyses were used to illustrate data collected fromthe research sample. A t-test for independent means was used for Research Questions #1and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the dataas a function of gender, English language learner status, socio-economic status, and thelanguage of the test in Research Question #3. Findings in the study included the following:1. There was statistical significant difference on third grade TAKS readingscores among the students who attended pre-kindergarten.2. There was statistical significant difference on third grade TAKS math scoresamong the students who attended pre-kindergarten.3. There was no statistical significant difference on third grade TAKS readingor math among the students who attended or did not attend pre-kindergarten based ongender, socio-economic, English language learner status, and the language of the test.