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
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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).
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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.
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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
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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
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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.
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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
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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
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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)
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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
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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.
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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.
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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.
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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.
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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
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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