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Longitudinal follow-up assessment of differential preschool experience for low income minority group children

Evans, E. D.
This study compared the effect of different preschools on the school achievement and school sentiment of urban minority high school students. Forty four students from a group of 92 original participants in two different preschool programs were selected to participate. Twenty seven of these students had been enrolled in a DISTAR preschool for at least one year. The remaining 17 students had been enrolled in a Head Start program for at least one year. Twenty similar students with no formal preschool history were included as a control group. Multiple measures administered during the preschool phase and throughout student academic careers were examined. Results indicate no significant differences between all three groups on long-term academic achievement. However, male students with no preschool experience demonstrated a significantly lower achievement pattern at grades 6 and 8 than either of their preschool counterparts or females who did not attend preschool. Many of students, who attended preschool, had positive feelings towards the preschool experience and almost all expressed that it would be beneficial for their children. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR; Head Start; preschool; school sentiment
Journal of Educational Research
Design type:
Longitudinal study
Fidelity monitored:
Students included:
Secondary students, minority students, African American students, low-SES students, preschool students
Urban area, preschool, middle school, high school

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