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Kentucky Preschool Evaluation Project: Differential Effects, Program Characteristics and Child Outcomes, and Longitudinal and Cumulative Findings. Reports 1-4, 1998-1999.

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Title: Kentucky Preschool Evaluation Project: Differential Effects, Program Characteristics and Child Outcomes, and Longitudinal and Cumulative Findings. Reports 1-4, 1998-1999.
Language: English
Authors: Hemmeter, Mary Louise, Townley, Kim, Wilson, Stephen, Epstein, Ann, Hines, Huyi, Kentucky Univ., Lexington. Coll. of Education.
Peer Reviewed: N
Page Count: 19
Publication Date: 1999
Document Type: Reports - Evaluative
Descriptors: Compensatory Education, Early Experience, Early Intervention, Longitudinal Studies, Outcomes of Education, Preschool Children, Preschool Education, Program Descriptions, Program Effectiveness, Program Evaluation, Racial Differences, Sex Differences
Geographic Terms: Kentucky
Abstract: This document is comprised of four reports related to the evaluation of the Kentucky Preschool Program (KPP), serving 4-year-olds who qualify for the free lunch program and 3- and 4-year-olds with disabilities. Report 1 focuses on the differential effects of the preschool program related to race and to gender. Three key findings are reported: (1) children identified as at-risk or with disabilities made significant developmental progress as a result of participating in the program; (2) participating children continued to maintain gains through primary school; and (3) more similarities than differences were found across race and gender. Report 2 provides information on program characteristics and child outcomes, based on a study of five classrooms examined in depth during the 1997-1998 school year. Findings indicated that program characteristics associated with positive child outcomes related to collaboration, and open communication and curriculum. Report 3 presents the findings of three studies examining the longitudinal effects of the preschool program on children from primary school through middle school. Taken in combination, the longitudinal data suggest that the progress children made during preschool depended on their status when they entered preschool. Their preschool experience provided a foundation that supported them as they moved through the primary grades. Through the beginning of middle school, preschool participants continued to do as well as or better than peers who were not eligible for the programs when they were preschoolers. Report 4 presents the cumulative findings for 3,528 students who participated in KPP. Findings indicate that the KPP had a positive effect on children's development during preschool, their readiness for kindergarten, and their social and academic progress through the fifth grade. (KB)
Entry Date: 2002
Accession Number: ED457955
Database: ERIC
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  Data: Kentucky Preschool Evaluation Project: Differential Effects, Program Characteristics and Child Outcomes, and Longitudinal and Cumulative Findings. Reports 1-4, 1998-1999.
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  Data: <searchLink fieldCode="AR" term="%22Hemmeter%2C+Mary+Louise%22">Hemmeter, Mary Louise</searchLink><br /><searchLink fieldCode="AR" term="%22Townley%2C+Kim%22">Townley, Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Stephen%22">Wilson, Stephen</searchLink><br /><searchLink fieldCode="AR" term="%22Epstein%2C+Ann%22">Epstein, Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Hines%2C+Huyi%22">Hines, Huyi</searchLink><br /><searchLink fieldCode="AR" term="%22Kentucky+Univ%2E%2C+Lexington%2E+Coll%2E+of+Education%2E%22">Kentucky Univ., Lexington. Coll. of Education.</searchLink>
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  Data: N
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  Data: 19
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  Data: 1999
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  Data: Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Compensatory+Education%22">Compensatory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
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  Data: This document is comprised of four reports related to the evaluation of the Kentucky Preschool Program (KPP), serving 4-year-olds who qualify for the free lunch program and 3- and 4-year-olds with disabilities. Report 1 focuses on the differential effects of the preschool program related to race and to gender. Three key findings are reported: (1) children identified as at-risk or with disabilities made significant developmental progress as a result of participating in the program; (2) participating children continued to maintain gains through primary school; and (3) more similarities than differences were found across race and gender. Report 2 provides information on program characteristics and child outcomes, based on a study of five classrooms examined in depth during the 1997-1998 school year. Findings indicated that program characteristics associated with positive child outcomes related to collaboration, and open communication and curriculum. Report 3 presents the findings of three studies examining the longitudinal effects of the preschool program on children from primary school through middle school. Taken in combination, the longitudinal data suggest that the progress children made during preschool depended on their status when they entered preschool. Their preschool experience provided a foundation that supported them as they moved through the primary grades. Through the beginning of middle school, preschool participants continued to do as well as or better than peers who were not eligible for the programs when they were preschoolers. Report 4 presents the cumulative findings for 3,528 students who participated in KPP. Findings indicate that the KPP had a positive effect on children's development during preschool, their readiness for kindergarten, and their social and academic progress through the fifth grade. (KB)
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  Data: 2002
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Compensatory Education
        Type: general
      – SubjectFull: Early Experience
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Kentucky
        Type: general
    Titles:
      – TitleFull: Kentucky Preschool Evaluation Project: Differential Effects, Program Characteristics and Child Outcomes, and Longitudinal and Cumulative Findings. Reports 1-4, 1998-1999.
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            NameFull: Kentucky Univ., Lexington. Coll. of Education.
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            NameFull: Hemmeter, Mary Louise
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            NameFull: Townley, Kim
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            NameFull: Wilson, Stephen
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            NameFull: Epstein, Ann
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              M: 01
              Type: published
              Y: 1999
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