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The Impact of the Frog Street Pre-K Curriculum on 2021-22 Pre-K Gains and Kindergarten Readiness

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Title: The Impact of the Frog Street Pre-K Curriculum on 2021-22 Pre-K Gains and Kindergarten Readiness
Authors: Ashley A. Grant, Michael A. Cook, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2023.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2023
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: School Readiness, Preschool Education, Preschool Curriculum, Kindergarten, Preschool Children, Outcomes of Education
Geographic Terms: Texas
Abstract: The purpose of the present study was to examine Frog Street Pre-K curriculum efficacy by comparing learning outcomes for pre-K students in schools with access to Frog Street in Texas during the 2021-22 school year to outcomes for pre-K students in Texas schools without Frog Street. This study is designed to replicate and extend those employed by NORC (the National Opinion Research Center) at the University of Chicago in 2018, using data from the same assessment (CIRCLE). The NORC studies yielded mixed results, some favoring the Frog Street Pre-K curriculum (particularly for kindergarten readiness) and some not, but a concern was that classifications of schools as users or non-users of the curriculum were not sufficiently accurate for the 2017-18 school year. This limitation is not expected to occur with the present, 2021-22 classifications.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://jhir.library.jhu.edu/handle/1774.2/67907
Accession Number: ED642783
Database: ERIC
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  Data: The Impact of the Frog Street Pre-K Curriculum on 2021-22 Pre-K Gains and Kindergarten Readiness
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  Data: <searchLink fieldCode="AR" term="%22Ashley+A%2E+Grant%22">Ashley A. Grant</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+A%2E+Cook%22">Michael A. Cook</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+M%2E+Ross%22">Steven M. Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Johns+Hopkins+University%2C+Center+for+Research+and+Reform+in+Education+%28CRRE%29%22">Johns Hopkins University, Center for Research and Reform in Education (CRRE)</searchLink>
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
– Name: PeerReviewed
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  Data: Y
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  Data: 30
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  Label: Publication Date
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  Data: 2023
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Label: Abstract
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  Data: The purpose of the present study was to examine Frog Street Pre-K curriculum efficacy by comparing learning outcomes for pre-K students in schools with access to Frog Street in Texas during the 2021-22 school year to outcomes for pre-K students in Texas schools without Frog Street. This study is designed to replicate and extend those employed by NORC (the National Opinion Research Center) at the University of Chicago in 2018, using data from the same assessment (CIRCLE). The NORC studies yielded mixed results, some favoring the Frog Street Pre-K curriculum (particularly for kindergarten readiness) and some not, but a concern was that classifications of schools as users or non-users of the curriculum were not sufficiently accurate for the 2017-18 school year. This limitation is not expected to occur with the present, 2021-22 classifications.
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        PageCount: 30
    Subjects:
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Curriculum
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Texas
        Type: general
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      – TitleFull: The Impact of the Frog Street Pre-K Curriculum on 2021-22 Pre-K Gains and Kindergarten Readiness
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            NameFull: Michael A. Cook
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            NameFull: Steven M. Ross
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