1 Long term preschool effects Positive Effects of Preschool and the Longevity of Student’s Gains as seen in higher standardized test scores. University of West Florida In all this is a well done paper/study. Review the rubric in TK20 to see where points were lost.. 88/100 2 Long term preschool effects Abstract There is increasing and overwhelming evidence that supports the gains a student who attends a preschool program as compared to a student who enters Kindergarten without prior experience. Gains include a higher IQ, better social skills, pre-reading abilities, as well as later increased math and reading abilities. There is, however, a debate that encompasses the long term effects of preschool and if those positive gains fade over time. This study included a group of twenty participants, half of which have attended a preschool program while the other half had no prior experience. These two groups were compared on Math and Reading Scores third grade FCAT scores Results yielded higher math and reading scores for the group of students with preschool experience at the third grade level. Initial results indicate a correlation between a student’s experience in a preschool setting and higher standardized test scores. Introduction It was reported that in 2005, 57% of children attended a center based or preschool program in the United States (Hojnoski, Marguiles, Barry & Bose-Deakins, et. all, 2008). Because an overwhelming percentage of mothers are working outside of the home, the percentage of children who attend preschool programs has risen over the years (Gomby, et. all, 1995). Of these students who attend preschool programs, the percentage of children who come from wealthier families was higher than children from a lower socio-economic background. (Gomby, 1995). In 1994, investments of $3.3 billion were put into preschool programs such as Head Starts across the country. Additionally, in 1993 the United States Government spent nearly $1.8 billion to help support low-income and at risk students attend child care programs as well as an additional $2.5 billion for all income level families in the form of tax credits to purchase and 3 Long term preschool effects pay for child care. (Gomby, et. all, 1995). This funding was given with the assumption that preschool programs give students the opportunity to lay the foundation for their academic futures. These preschool programs, however, are voluntary. Those that choose to send their child to a preschool program can choose between a variety of different settings such as Head Starts or other child care programs. Some settings include a day care with an instructional approach. Other include an on -site school setting which is usually set up as a half day program. For the purpose of this study, preschool programs were defined as on site school programs with licensed teachers. There has been substantial evidence on the impact that preschool experiences have on students both academically as well as socially. Experts on the topic believe that a preschool experience can enhance and enrich a student’s learning at the preschool level as well as prepare the students for further academic schooling (Davies & Brember, 1997). Davies and Brember also suggest that there is research that supports the connection between a positive preschool experience and later development. According to an article by Nelson, a child’s attendance in a preschool program had a significant positive impact on that child’s achievement in math and reading at the kindergarten level as well as on cognitive assessments. (2005). Preschool programs can teach and emphasize pre-reading skills such as learning the alphabet and letter/sound representation. Students who attend preschool yield higher scores on cognitive assessments than those who do not attend a pre-K program (Nelson, 2005). A study that was paid for by the National Institute of Health reported that it is possible to teach pre-kindergarten skills coupled with social skills that are needed for later success (Education Letter, 2008). Other research has shown that children who possess these skills are more successful when it comes to reading and writing when compared to students who do not. (Education Letter, 2008). 4 Long term preschool effects Socialization is another key component that can map out future success. Some educators believe that play and interaction with peers can promote learning across all developing mental areas. Further research as mentioned in Hanline’s article suggests that social play done in the early stages of a student’s academic career is highly linked with social, emotional, physical, and cognitive development and higher overall IQ scores. ( Hanline, Milton, &b Phelps, 2008). Stated in the Maine Early Childhood teaming Guidelines regarding a child’s ability to learn and socialize, it says “children do better when they have the social skills and behavior that enable them to develop relationships.” (Logue, 2007). Some proponents of preschool education argue that these skills are developed in preschool and if left underdeveloped, students can have a difficult time entering and transitioning through the school years. School readiness can be viewed in both an academic and emotional way, in which a student shows the maturity to be involved in social undertakings with cooperation and self control. (Nelson, 2005). In Logue’s 2007 article, insufficient social skills were discussed and addressed the rising number of students who are entering the school field without such skills that are needed for academic success. Kindergarteners are being expelled at higher rates than ever before. This may be due to a lack of skills that could be learned in preschool. Expectations of later academic years include following classroom rules along with behavioral compliance and on task behavior (Thomas, Bierman, Thompson, & Powers, 2008). Other studies done show indicate that children who attend preschool programs gain higher IQ scores than their counterparts. In a study that used play blocks to test student’s later IQ and test scores, preschoolers were able to use blocks as a way to explore classification, measurement, order, counting, and fractions. (Wolfgang, Stannard, Jones, 2001). Results showed that students who played with blocks as taught at a preschool setting later took higher 5 Long term preschool effects level high school level math courses. With broader expectations of what a child should have mastered before entering kindergarten as a result of the No Child Left behind Act, there is a push to include pre-K as part of a child’s educational career. (Education USA, 2008). Some research suggests that intellectual development occurs fastest in the very young student. (Campbell, Ramey, 1994). There is overwhelming evidence that supports the usefulness of a preschool experience on a student’s academic career. Some results yielded are immediate and can be seen when compared to their counterparts. However, there is evidence that supports long term effects on these students. In a study completed by Julie Davies and Ivy Brembler, it was concluded that a preschool education can enrich a student’s life at the time that preschool is being attended but also will prepare those student’s for their entire academic career. Results of their study indicated that the children who attended a preschool class had higher academic and test scores when compared to their peers throughout their educational careers. (1997). There are a number of studies that have looked at the long term effects of preschool, most yielding the same results. That is, higher IQs, are more likely to graduate high school, academic success, as well as increased motivation. (Gomby, et. all, 1995). However, because the entire academic career of a three to four year old would take over 15 years to complete, that are few studies that cover the entire longevity of a student’s academic career. Questions have been raised in relation to the long term effects of a preschool experience. The evidence for such schooling is not positive across the board and concerns regarding results that can be reliably produced from preschool programs are in question (Gomby, et. all, 2005). Opponents of preschool education argue that though the preschool attendees have a higher IQ at the onset of school, it diminishes and the scores of the two groups “converge” at later grades. 6 Long term preschool effects This is known as the “fade out phenomenon”. (Gomby, et. all, 2005). Other research shows that in studies such as the block play to test later mathematical level scores (Wolfgang, Stannard, Jones, 2001); there was no significant difference in scores at the third and fifth level. It was not until later those scores indicated a difference which could be due to the stimulation received in a classroom environment (Gomby, et. all, 1995). In a study conducted by Louise Miller and Rondeall Bizzell, it was reported that IQ scores at the sixth, seventh, and eighth grades had in relation to math scores did not yield significant differences. (1984). Of the multiple studies that looked at positive effects of a preschool education and the longevity of those effects, five such studies found that initial effects faded and were no longer substantial by the time students entered third grade (Barnett, 1995). The purpose of this study is to see if the much debated longevity of the established benefits of a preschool education exists. Do children who have preschool experience have higher standardized test scores when compared to students of the same academic level without preschool experience? Methods Participants The participants that were used in this study consisted of 12 students that were divided into two groups; those students who have had preschool education experience and those who have not. Of these participants, eight provided third grade FCAT scores, two provided second grade Stanford 10 standardized test scores, and two provided fifth grade FCAT scores. The ages of the participants were eight to twelve year olds with a mix of male and females in a ratio of three boys and nine females. These students attend the after school program at the Hurlburt Field 7 Long term preschool effects Youth Center. They came from surrounding schools from the Okaloosa and Santa Rosa School Districts. The ethnicity of the students was a mix between Caucasian and African American with two students being African American and ten Caucasian. They came from households where the average income is $30,000-$50,000 annually. The determining factor of the participants was based on prior preschool educational experience. None of the participants had any special educational services. Participants were selected from a pool of volunteers who signed up for the study. Prior knowledge of student’s academic achievement levels as well as standardized test scores was not disclosed at the time of signing up for the study to prevent bias as groups were chosen. Additionally, participants were chosen based on number of schools they have attended from the first to fourth grade level. Those that have attended the same school for their academic career were chosen over those who have attended multiple schools. Design A two group comparison design using the scores on the Florida’s Comprehensive Assessment Test (FCAT) for the third grade testing year of participants will be used to assess the long term effects and academic success of preschool and if the students who attended preschool yield higher standardized test scores when compared to their counterparts without preschool experience. Measures According to the Florida Department of Education Website, the FCAT is a state test that measures student achievement in mathematics and reading. The test is a multiple choice format, gridded response, short and extended response. The reading portion of the FCAT reports scores based on words and phrases in context, main idea, plot and purpose, cause and effect, and 8 Long term preschool effects refere3nce and research. The Mathematics portion consists of questions that test Number sense, concepts, operations, measurements, geometry, algebraic thinking, as well as data analysis and probability. Students will be scored on the FCAT and be placed on a level. To gain a passing score, students must score in a level two. Level one indicates little success with the content on the FCAT, level two indicates limited success with the content on the FCAT, level three indicates partial success with the content on the FCAT, level four indicates success with the content on the FCAT by answering most questions correctly, except for the most challenging, and level five indicates success with the content by answering most questions correctly. Scores and levels are seen in the figures section. Dependent Variable The dependent variable in this study is the scores of the FCAT scores for grade three. The FCAT scores are a standardized score generated from the state. All students take the same test and are given the same testing instructions. Standardized scores are hypothesized to be higher in students who have preschool experience. Independent Variable The independent variables in this study are identified as preschool experience and non preschool experience. Group 1 of the study are identified as having a full academic year of preschool in a school based environment while group 2 is identified as having no preschool experience before they enter kindergarten and begin their academic career. 9 Long term preschool effects Fidelity To ensure that participants have indeed attended preschool or have not had any experience, preschool records will be collected but will not have an impact on the analyzed data of later standardized score. They will ultimately serve as proof that participants meet the criteria needed for the study. Reliability To ensure reliability FCAT scores were used because they are generated from the state of Florida in an unbiased manner. Results are based on multiple choice responses and no essays were used which could result in a lack of subjectivity on scoring. Procedure and Data Collection Data collection consisted of obtaining past FCAT scores from parents of participants from both groups. The FCAT scores for the third grade level were analyzed to see if the academic scores remain higher for group A than group B or if the achievement gap begins to close at this level. Grade two Stanford 10 scores were looked at to see if students with preschool experience started out with higher standardized test scores at a lower grade. Grade five FCAT scores were compared to see if the trend determined in the third grade participants scores carried through to higher grades. Plan for Data Analysis To calculate and analyze the data, a t-test will be used on the average score for each group. The purpose of the t-test is to see the relationship between third grade FCAT standardized 10 Long term preschool effects test scores with preschool experience versus no experience. Additionally, linear charts will be created to visually show scores compared between the two groups. Results This study posits that there is a correlation between preschool experiences and higher standardized test scores. As previously stated, there are conflicting views on weather students with preschool experience continue to have higher academic achievement levels compared to their counterparts. This study’s goal is to prove that mid way through a student’s intermediate schooling level, grade 3, standardized test scores are higher than those students who did not attend a preschool program. The independent variables are identified as preschool experience versus those students with no preschool experience. The dependent variable is identified as the standardized FCAT score on the math and reading section of the test. In this study, 12 participants were used over all with 8 FCAT scores analyzed for grade 3. Second grade Stanford 10 standardized scores were used to create a baseline and two randomly selected fifth grade scores to see if the trend established on the third grade FCAT scores was the same in earlier grades. The second and fifth grade scores were not used in the analysis but served as a projection of scores that could take place in theory. Of these participants, 3 were male and 9 were female, though gender was not a factor in this study. Of the scores used on the second grade Stanford 10 test, the participant with preschool experience scored higher than the other participant without preschool experience. Participant A scored in the 92 percentile on reading and 99 percentile on the Math component while participant B scored in 64 percentile on Reading and 38 percentile on Math. These scores were cannot be used as part of the analyzed data due to the limited number of 11 Long term preschool effects participants. It simply serves as a baseline of possible scores. Additionally, two participant test scores were used for the fifth grade FCAT scores showing that participant A with preschool experience scored on the same level as participant B with Math scores of level 4 and scores of 1838 for A and 1862 for B. On the reading section, participant A and B were both on level 4 with scores of 1890 and 1862. This data was only used to if a random selection of students would have the same trend as the results of third grade scores. Using a T-test on the SPSS program for the third grade FCAT reading and math scores, results of the independent samples test indicated no statistical significance between group A and group B in the area of reading scores with a p=.015 and p=..25 for Math scores. These p values may be due to the limited sample size used in this study. Results of a mean comparison on the ttest showed that the average score for preschool experienced students on the reading portion of the FCAT was 1,767 and 1,240 for group B. Math score averages for group A was 1669 and for group B was 1545. Overall, students who had preschool experience scored on average 527 points higher on the Reading scale and 124 points on the Math scale. However, based on the p values, these values are not significant enough to support the hypothesis. The average math level for those with preschool experience was 4.25 while it was 3.75 for those without preschool experiences. Average level on reading for Group A was 4.0 and 2.25 for Group B. These test results correlate with the study’s hypothesis that students who have preschool experience yield higher standardized test scores. Additionally, the each test was scored in a content area. These areas in math were number sequence, measurement, geometry, algebraic thinking, and data analysis and probability. On the number sequencing portion, Group A(11.0) scored higher than B (10.6), with A and B and above state mean (8.0), Measurement yielded A (7.3) higher than B (6.0) with both groups above state mean (5.0). Geometry yielded higher mean for group A (5.0) 12 Long term preschool effects than B(4.3) with group B below state mean scores (5.0). Algebraic thinking results scored group A higher (5.6) than B (5.3) with both groups above state average (4). Lastly, the Data analysis and probability had group A (5.6) score lower than B (6.3) with both groups above state level (5.0). The reading content area included words/phrases, main idea/purpose, comparisons, and reference/research. Group A (8.0) scored higher than Group B (6.0) with a state mean of 6.0, main purpose showed Group A (20.3) scoring higher than Group B (14.3) and the state mean (16.0). Comparisons showed group A (8.6) higher than B (6.0) with Group B even with state means. Lastly, Group A scored equal to Group B with scores of 2.6 on the reference/research content area with a state average of 2.0. These content area scores on both the Math and Reading FCAT indicate that Group A did better on all but one area in comparison to group B. There is no data however to see what percentage of the state has had preschool experience to compare Group A results to the state average. Discussion Results of this study indicate that students who have had preschool experience score higher on standardized test scores than their counterparts do. However, they are not significant enough to support the hypothesis. These scores were analyzed using the FCAT scores at the third grade level on math and reading components of the test. Overall, students who had preschool experience scored on average 527 points higher on the Reading scale and 124 points on the Math scale. The average math level for those with preschool experience was 4.25 while it was 3.75 for those without preschool experiences. Average level on reading for Group A was 4.0 13 Long term preschool effects and 2.25 for Group B. This effect may be contributed to skills taught at an early level when developmental skills were most maliable. Other factors may have attributed to these higher scores and should be address in a future study. One component that could be looked at is gender. In this study, there were more female participants than male. Gender could have played a role in test scores since males are often thought to score higher on math components and females on a verbal/reading section. Another aspect that was not used in this study was classroom environments and instructors. Research has shown that the education level of the teacher can impact student achievement as well as the level of technology used in the classroom. In one study, teachers were given PDAs and were found to be useful in the classroom in targeting the phonological skills of the students. This technology served as a way for the teacher to obtain immediate feedback on the level of the student (Jacobson, 2007). Other variables that can be researched on preschool instruction and higher test scores are the type of teaching strategies being used in different classrooms. Some rooms use a child-initiated approach while others use a teacher-initiated approach (Fan & Bains, 2008). A varying degree of instructional approaches can affect learning outcomes and test scores as a result. A final area to look at while comparing higher test scores between the two groups is accounting for different socio-economic outcomes. In this study, all participants were from middle class families. Research can be done on the lower income students and how to narrow the academic achievement gap between them and their affluent peers (Jacobson, 2007). In a study discussed in an article (Sternbern, 2006), it was reported in overall, wealthier students perform better academically then poorer students. Additionally, there were gaps in scores between suburban, rural, and urban students across the country. (Sternberg, 2006). These issues can be used for future research in the area of students with preschool experience and higher test scores. 14 Long term preschool effects This stud had limitations including a higher percentage of female to male participants as well as a limited sample size due to participants. The population of participants come from military families who relocate often. As a result, participants who have taken the FCAT scores and were still in the area to report the results were limited. In the future, a study similar to this could be done with a much higher sample size as well as a higher mixed gender ratio. 15 Long term preschool effects References Anonymous (2008). Experts: balanced pre-k needed to prepare students. Education, U.S.A 5 (4), 10. Anonymous (2008). NIH/National Institute of Child Health and Human Development; New Program teaches preschoolers reading skills, getting along with others. Education Letter December 3, 2008, 29. Barnett, S. (1995, Winter). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3) 25-50. Campbell, F., Ramey, C. (1994, Apr.). Effects of early intervention on Intellectual and Academic Achievement: A follow up study of children from low-income families. Child Development, 65(2) 684-698. Davies, J., Brember, I. (1997, Sept). The effects of preschool experiences on reading attainment: A four year cross-sectional study. Educational Psychology, Dorchester –onThames, 17 (3), 255-267. Fan, W., Bains, L. (2008, Dec.). The effects of teacher instructional practice on kindergarten mathematics achievement: A multi-level national investigation. International Journal of Applied Educational Studies, 3 (1) 1-17. Gomby, D., Larner, Stevenson, C., Lewitt, E., Behrman, R. (1995, Winter). Long –term effects of early childhood programs: Analysis and recommendations. The Future of Children, 5 (3) 6-24. 16 Long term preschool effects Hanline, M.F., Milton, S., Phelps, P. (2008, Fall). A longitudinal study exploring the relationship of representational levels of three aspects of preschool sociodramatic play and early academic skills. Journal of Research in Childhood Education, 23 (1), 19-29. Jacobson, L. (2007, April). N.M. expands kindergarten- plus program to more grades. Education Week, 26, (34), 1. Logue, M.E. (2007, Jan). Early childhood learning standards: tools for promoting social and academic success in kindergarten. Children and Schools, Washington, 29 (1), 35-44. Miller, L., Bizzell, R. (1984, Aug.). Long term effects of four preschool programs: ninth and tenth grade results. Child Development, 5(4) 1570-1587 Miller, L., Bizzell, R. (1983, Jan.). Long term effects of four preschool programs: sixth, seventh, and eighth grades. Child Development, 54(3) 727-741 Nelson, R.F., (2005, Spring). The Impact of Ready Environment on Achievement in Kindergarten. Journal of Research in Childhood Education, 19 (3), 215-222. Sternberg, B. (2006, Winter). Real improvement for real students: test smarter, serve better. Harvard Educational Review, 76(4) 557-564. Thomas, D., Bierman, K., Thompson, C., Powers CJ. (2008, Dec.) Double jeopardy: Child and social characteristics that predict aggressive-disruptive behavior in first grade. School Psychology Review 37 (4), 516-532. Wolfgang, C.H., Stannard, L., Jones, I. (2001, Spring). Block Play performance Among Preschoolers as a Predictor of Later School Achievement in Mathematics. Journal of Research in Childhood Education, 15 (2), 173-180. 17 Long term preschool effects Var00001 Reading preschool No preschool Math Preschool No preschool N Tables Group Statistics Mean Std. Deviation Std. Error Mean 4 4 1767.500 1240.7500 226.24839 216.69083 113.12419 108.34542 4 4 1669.0000 1545.2500 164.10363 105.48104 82.05181 52.74052 Independent Samples Test T-test for equality of measures Levene’s Test for Equality of variables F Sig. T Df Sig. (2taile d) Mean differenc e 6 .015 526.7500 5.989 .015 6 5.117 Std. Error difference 95%confidence Interval of the difference Lower Upper 156.63912 143.46789 910.03211 526.7500 256.63912 143.29496 910.20504 .252 123.7500 97.54006 -114.92192 362.42192 .259 123.7500 97.54006 -125.26327 372.76327 Reading Equal Variances assumed .206 Equal variances not assumed .666 3.363 3.363 Math Equal Variances assumed 3.011 .133 1.269 1.269 Equal variances not assumed 18 Long term preschool effects Math FCAT 2500 scores 2000 1500 Group A 1000 Group B 500 0 1 2 3 4 Reading FCAT 2500 scores 2000 1500 Group A 1000 Group B 500 0 1 2 3 4 19 Long term preschool effects Figures Group A Reading Group B Reading Group A Reading Group B Reading Scores Scores Levels Levels 1822 1063 4 2 1476 1452 3 3 2023 1403 5 3 1749 1045 4 1 Group A Math Scores Group B Math Scores Group A Math Levels Group B Math Levels 1786 1388 5 3 1578 1601 4 4 1827 1582 5 4 1485 1610 3 4 20 Long term preschool effects Averages on Content Areas Number Sense Group A Group B State mean 11 10.6 8.0 7.3 6.0 5.0 5 4.3 5.0 5.6 5.3 4.0 5.6 6.3 5.0 8.0 6.0 6.0 20.3 14.3 16.0 8.6 6.0 6.0 2.6 2.6 2.0 Possible points= 12 Measurement Possible points=8 Geometry Possible points= 7 Algebraic Thinking Possible points= 6 Data Analysis Possible points= 7 Words/phrases Possible points= 9 Main idea/purpose Possible points= 24 Comparisons Possible points= 9 Reference/research Possible points= 2 21 Long term preschool effects Appendix FCAT Reading Development Scale Scores Grade Level 1 Level 2 Level 3 Level 4 Level 5 3 86-1045 1046-1197 1198-1488 1489-1865 1866-2514 FCAT Reading Scales Grade Level 1 Level2 Level 3 Level 4 Level 5 3 100-258 259-283 284-331 332-393 394-500 FCAT Mathematics Developmental Scale Scores Grade Level 1 Level 2 Level 3 Level 4 Level 5 3 375-1078 1079-1268 1289-1508 1509-1749 1750-2225 FCAT Mathematics Scale Scores Grade Level 1 Level2 Level 3 Level 4 Level 5 3 100-252 253-293 294-345 346-397 398-500 22 Long term preschool effects