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LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.

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Bibliographic Details
Title: LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.
Authors: STEIN, ANNIE, WOLFF, MAX, Yeshiva Univ., New York, NY. Graduate School of Education.
Peer Reviewed: N
Page Count: 17
Publication Date: 1966
Descriptors: Academic Records, Community Centers, Day Care, Early Childhood Education, Family Mobility, Longitudinal Studies, Performance Factors, Preschool Education, Reading Achievement, Student Records
Geographic Terms: New York (New York)
Assessment and Survey Identifiers: Metropolitan Achievement Tests
Abstract: SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE CENTER RECORDS WERE USED TO TRACE CHILDREN ORIGINALLY IN THE CENTERS TO PUBLIC ELEMENTARY SCHOOLS WHERE THEY WOULD BE IN THIRD, FOURTH, AND FIFTH GRADES. GRADE-EQUIVALENT SCORES FROM METROPOLITAN ACHIEVEMENT TEST I WERE RECORDED FOR ALL TESTED CHILDREN, INCLUDING DAY CARE CENTER GRADUATES. UNCONTROLLED INFLUENCES AND ERROR INTRODUCED BY THE METHOD USED CREATED DIFFICULTIES IN ISOLATING AND MEASURING THE INFLUENCE OF PRE-SCHOOLING. A GREATER NUMBER OF DAY CARE CENTER GRADUATES SCORED AT OR ABOVE GRADE LEVEL THAN THEIR CLASSMATES, ALTHOUGH THIS NUMBER DECLINES AS GRADE LEVEL RISES. THE EVIDENCE IS INSUFFICIENT TO SUPPORT THE HYPOTHESIS THAT DAY CARE CENTERS WERE THE ONLY OR EVEN THE MAJOR FACTOR IN ACADEMIC SUCCESS, BUT IT IS SUFFICIENT TO WARRANT FURTHER STUDY. (SEE ALSO PS 000 281, PS 000 282, PS 000 284, PS 000 285, PS 000 286.) (LG)
Entry Date: 1968
Accession Number: ED015027
Database: ERIC
Description
Abstract:SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE CENTER RECORDS WERE USED TO TRACE CHILDREN ORIGINALLY IN THE CENTERS TO PUBLIC ELEMENTARY SCHOOLS WHERE THEY WOULD BE IN THIRD, FOURTH, AND FIFTH GRADES. GRADE-EQUIVALENT SCORES FROM METROPOLITAN ACHIEVEMENT TEST I WERE RECORDED FOR ALL TESTED CHILDREN, INCLUDING DAY CARE CENTER GRADUATES. UNCONTROLLED INFLUENCES AND ERROR INTRODUCED BY THE METHOD USED CREATED DIFFICULTIES IN ISOLATING AND MEASURING THE INFLUENCE OF PRE-SCHOOLING. A GREATER NUMBER OF DAY CARE CENTER GRADUATES SCORED AT OR ABOVE GRADE LEVEL THAN THEIR CLASSMATES, ALTHOUGH THIS NUMBER DECLINES AS GRADE LEVEL RISES. THE EVIDENCE IS INSUFFICIENT TO SUPPORT THE HYPOTHESIS THAT DAY CARE CENTERS WERE THE ONLY OR EVEN THE MAJOR FACTOR IN ACADEMIC SUCCESS, BUT IT IS SUFFICIENT TO WARRANT FURTHER STUDY. (SEE ALSO PS 000 281, PS 000 282, PS 000 284, PS 000 285, PS 000 286.) (LG)