Longitudinal Impacts of a Pre-Kindergarten Summer Transition Program on Attendance and Early Literacy Skills

• In Event: 45.037 - Early Education and Literacy: Teacher and Student Language Backgrounds and Reading Growth

Abstract

Research finds that nationally, ten percent of kindergarten children miss over 18 instructional days per school year and, such chronic attendance problems are associated with low academic performance (Chang & Romero, 2008). The purpose of this study was to investigate the impact of implementing a relationship-focused pre-kindergarten summer transition program. Seven kindergarten cohorts within one large, urban, Pacific Northwest school district were included in the study. Results suggest that children who participated in the summer program had higher attendance rates than non-participants, and these patterns continued through Grade 3. There were no statistically significant differences in literacy skills for participants versus non-participants, however. The results show the potential positive and lasting impact of a relatively low-cost, targeted intervention.

Authors

• Karen Apgar, University of Portland

• Nicole Ralston, University of Portland

• Matt Thul, University of Portland

• Danielle N Trollinger, University of Portland

• Jacqueline C. Waggoner, University of Portland

• Beth Tarasawa, NWEA