| Ithel Jones
Florida State University
Social and academic effects of varying types of preschool experiences
FINAL REPORT:
This study utilized data from the Early Childhood Longitudinal Study, Kingergarten Class of 1998-99 to examine the influence of various preschool programs (e.g., prekindergarten, head start, center-based care etc.) on children's development as they made the transition into public school kindergarten. The purpose of the study was to determine whether there were different patterns of social and academic achievement for kindergarten students who had early educational experiences compared to those who had no form of preschool experience. The participants were 13,098 kindergartners who had attended a day care center, nursery school, preschool, head start, prekindergarten, or no preschool program. Prior effects of the various preschool programs on kindergarten students' academic achievement (mathematics, reading, and general knowledge) and social skills were examined using hierarchical multiple regression analyses. The findings suggested that participation in a preschool, prekindergarten, or nursery program was related to higher achievement in reading and mathematics in kindergarten.
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