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Kentucky Preschool Evaluation Project, 1998-1999. Final Report.

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Title: Kentucky Preschool Evaluation Project, 1998-1999. Final Report.
Language: English
Authors: Hemmeter, Mary Louise, Townley, Kim, Wilson, Stephen, Epstein, Ann, Hines, Huyi, Kentucky Univ., Lexington. Inst. on Education Reform.
Peer Reviewed: N
Page Count: 79
Publication Date: 1999
Document Type: Reports - Evaluative
Descriptors: Educational Practices, Eligibility, Emergent Literacy, Family Literacy, Learning Readiness, Outcomes of Education, Preschool Children, Preschool Education, Program Effectiveness, Program Evaluation, Research Needs, School Readiness, State Programs, Student Adjustment, Transitional Programs
Geographic Terms: Kentucky
Abstract: This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several differences were found between groups of children rated as more and as less prepared for kindergarten than other children, including differences in academic motivation, independence, social-emotional status, relationships with others, and family composition; (3) guidelines were developed for parents and teachers to provide experiences and activities to promote kindergarten readiness skills; (4) the primary reasons parents chose not to enroll their child in KPP were that their child was too young, they wanted to keep their child home with them, and logistical concerns; (5) key language and literacy experiences that teachers consistently implement included reading to children and providing follow-up activities related to stories; and (6) important language/literacy experiences not consistently occurring in preschool classrooms included book availability, writing utensils, and the use of strategies to extend children's play and support higher level thinking. Recommendations stemming from this and previous evaluation findings included studying further the program's eligibility criteria, summarizing readiness indicators and key experiences in a variety of formats for different stakeholders, and implementing a systematic professional development program focusing of teachers' use of recommended practices in language and literacy development and support of parents' use of these practices at home. (Eight appendices include data collection instruments.) (KB)
Entry Date: 2002
Accession Number: ED458030
Database: ERIC
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  Data: Kentucky Preschool Evaluation Project, 1998-1999. Final Report.
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  Data: English
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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+Inst%2E+on+Education+Reform%2E%22">Kentucky Univ., Lexington. Inst. on Education Reform.</searchLink>
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  Data: N
– Name: Pages
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  Data: 79
– Name: DatePubCY
  Label: Publication Date
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  Data: 1999
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  Data: Reports - Evaluative
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Eligibility%22">Eligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Readiness%22">Learning Readiness</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+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several differences were found between groups of children rated as more and as less prepared for kindergarten than other children, including differences in academic motivation, independence, social-emotional status, relationships with others, and family composition; (3) guidelines were developed for parents and teachers to provide experiences and activities to promote kindergarten readiness skills; (4) the primary reasons parents chose not to enroll their child in KPP were that their child was too young, they wanted to keep their child home with them, and logistical concerns; (5) key language and literacy experiences that teachers consistently implement included reading to children and providing follow-up activities related to stories; and (6) important language/literacy experiences not consistently occurring in preschool classrooms included book availability, writing utensils, and the use of strategies to extend children's play and support higher level thinking. Recommendations stemming from this and previous evaluation findings included studying further the program's eligibility criteria, summarizing readiness indicators and key experiences in a variety of formats for different stakeholders, and implementing a systematic professional development program focusing of teachers' use of recommended practices in language and literacy development and support of parents' use of these practices at home. (Eight appendices include data collection instruments.) (KB)
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  Label: Entry Date
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  Data: 2002
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  Label: Accession Number
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  Data: ED458030
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 79
    Subjects:
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Eligibility
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Family Literacy
        Type: general
      – SubjectFull: Learning Readiness
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Research Needs
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: State Programs
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Kentucky
        Type: general
    Titles:
      – TitleFull: Kentucky Preschool Evaluation Project, 1998-1999. Final Report.
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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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              Type: published
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