Investigating the Impact of a Pre-Kindergarten Summer Program: District and Ed.D. Student Learning

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

In U.S. kindergarten programs, the educational experience has a shifted from a year that dedicates time to play, observation, and social growth to a year with high academic standards (Hyun-Joo, Langill, Peterson, Luze, Carta, & Atwater, 2010). With the increasing academic and performance demands placed on kindergartners, many districts may have an interest in developing a preparatory experience to assist incoming kindergartners with their transition into formal schooling. Such programs can have a positive impact on student attendance rates and school success during the early elementary years (Bowman, Donovan, & Burns, 2000). The purpose of this study was to explore the possible impacts of a short Pre-Kindergarten summer session with respect to school attendance and early literacy skills.

Perspectives

Theories of child development suggest that children learn best from direct experiences (Bronfenbrenner & Morris, 1998; Vygotsky, 1978). As a result, many educators have recognized the possibility of giving students some classroom experiences before they begin formal schooling, as a way to familiarize them with school expectations and activities. Students who participate in a quality pre-kindergarten program have been found to perform higher on early literacy assessments (Gormley, Gayer, Phillips, & Dawson 2005). In addition, Arnold, Zeljo, Doctoroff, and Ortiz (2008) indicated a student’s chance for success in school increased when parents were involved in the child’s education.

Methods and Data Sources

Data were collected from one Pacific Northwest public school district with over 45,000 students. District demographics include 45% non-White, 46% free-and-reduced lunch eligible, and 7% English Language Learner. This district provided a three-week, voluntary Pre-K summer program for incoming kindergartners. Student activities focused on learning school routines, educational games, and exploring the school, while parents had the option to attend informational sessions focused on supporting students for school success. Parents and caregivers were also shown strategies to help promote and support learning at home. Multiple years of data from a literacy assessment were analyzed to compare kindergarten and first grade attendance rates and early literacy skills between students who attended the Pre-K program and students who did not.

Substantiated Conclusions

In general, results indicated that Pre-K participants had higher attendance rates than their non-participant classmates. However, these results were only found to be significant in one-third of the data. Conversely, mean scores in the fall and the spring, as well as growth scores, were not significantly different for Pre-K participants and non-participants.

Significance

These data were correlational and, therefore, no causal relationship can be implied. However, the results support the value of a Pre-K experience, parent training, and consistent attendance. The Ed.D. student researchers in this study improved their understanding of pre-kindergarten programs, as well as the theoretical frameworks that inform early childhood education. In addition, this study provided an opportunity for the researchers to discover the challenges inherent in consistent and relevant data collection, data coding, and data analysis. Finally, the researchers proposed conclusions and recommendations that may impact actual programs in a local school district.

Authors

• Karen Apgar, University of Portland

• Erin Kelley