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 |
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| 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 |
| 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. |
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