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2006-2013

And the children in the apple tree Further poetic findings from the Union County Longitudinal Study 2007-2013. 2006-2013. Quality care and a smooth transition to Kindergarten have been identified as important in retaining the benefits of early education .

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2006-2013

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  1. And the children in the apple treeFurther poetic findings from the Union County Longitudinal Study 2007-2013 2006-2013

  2. Quality care and a smooth transition to Kindergarten have been identified as important in retaining the benefits of early education. • What we have seen in Union County is a demonstration that early education and support for a child’s transition to public schooling are related to “on-grade-level” proficiency in literacy at third grade and beyond.

  3. Theoretical Model School Success

  4. The results from analysis of previous cohorts of children have shown extended benefits from participation in quality ECE for all children regardless of SES. • This finding has now been replicated in other studies within the state with students from similar family and educational experiences.

  5. Study Timeline

  6. 2012-13 • Cohort V follow-up in Kindergarten Study Timeline

  7. Aggregated Analysis • Data for 1371 students (1250 were resident in Union Co. as 4-yr. olds) • Cohort 1= 647/446 • Cohort 2= 337/234 • Cohort 3= 394/273 • Follow-up response at 3rd Grade of 69.51% (953/1371)

  8. ECE Program Distribution Cohorts I-III Frequency Percent No Care 366 29.3 Faith Based 184 14.7 Headstart 58 4.6 More at Four/Title 1 281 22.5 Private 214 17.1 Unknown 139 11.1 repeated kindergarten 8 .6 Total 1250 100.0

  9. Percent Attending ECE as 4-Year-Olds

  10. Gender Cohorts I-III

  11. Ethnicity Cohorts I-III

  12. Effects of ECE Participation On Reading Level Through 3rd Grade for Aggregated Cohorts I thru III N=953 Chi square= 4.54, d.f.=1, Sig.=.033 % At or Above Grade Level 12

  13. Effects of ECE Participation On Math Level Through 3rd Grade for Aggregated Cohorts I thru III N= 784 Chi square= 0.84, d.f.=1, Sig.=.771 % At or Above Grade Level 13

  14. Effects of ECE Participation on Mathematics Level Through 3rd Grade for Aggregated Cohorts I thru III N=784 Chi square= .009, d.f.=1, Sig.=.510 % At or Above Grade Level 14

  15. Ethnicity and On-Grade Level Performance at Grade 3 N= 784 Math, 953 Reading

  16. ECE On-Grade Level Effect for Reading by Ethnicity- All N= 953, Chi Square= 95.53, d.f.= 3, sig.= .000

  17. ECE On-Grade Level Effect for Math by Ethnicity- All N= 784, Chi Square= 80.82, d.f.= 3, sig.= .000

  18. ECE On-Grade Level Effect for Math by Ethnicity- Title 1 Schools N= 953, Chi Square= , d.f.= 3, sig.= .000

  19. ECE On-Grade Level Effect for Reading by Ethnicity- Title 1 Schools N= 718, Chi Square= , d.f.= 3, sig.= .000

  20. Across Cohort Performance

  21. Percent Attending ECE as 4-Year-Olds

  22. Effect of Ease of Social Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 918 Chi Square = 13.91, d.f.= 2, Sig.= .001

  23. Effect of Ease of School Routine Transition on Reading Performance at End of 3rd Grade (aggregated) % on Grade Level in Rdg N= 927 Chi Square = 13.05, d.f.= 2, Sig.= .001

  24. Effect of Ease of Literacy Transition on Reading Performance at End of 3rd Grade (aggregated) % on Grade Level in Rdg N= 921 Chi Square = 52.78, d.f.= 2, Sig.= .000

  25. Effect of Ease of Overall Child Transition on Reading Performance at End of 3rd Grade (aggregated) % on Grade Level in Rdg N= 920 Chi Square = 23.82, d.f.= 2, Sig.= .000

  26. Effect of Ease of Parent Transition on Reading Performance at End of 3rd Grade (aggregated) % on Grade Level in Rdg N= 933 Chi Square = 2.69, d.f.= 2, Sig.= .260

  27. Effect of Ease of Social Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 760 Chi Square = 19.46, d.f.= 2, Sig.= .000

  28. Effect of Ease of School Routine Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 767 Chi Square = 15.41, d.f.= 2, Sig.= .000

  29. Effect of Ease of Literacy Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 765 Chi Square = 63.81, d.f.= 2, Sig.= .000

  30. Effect of Ease of Overall Child Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 763 Chi Square = 38.85, d.f.= 2, Sig.= .000

  31. Effect of Ease of Parent Transition on Math Performance at End of 3rd Grade (aggregated) % on Grade Level in Math N= 770 Chi Square = 5.05, d.f.= 2, Sig.= .080

  32. Effect of Family Participation in Kindergarten Transition on Reading at the End of 3rd Grade (aggregated) % on Grade Level N= 914, chi square = 13.372, d.f.= 2, sig.= .001

  33. Effect of Family Participation in Kindergarten Transition on Math at the End of 3rd Grade (aggregated) % on Grade Level N= 752, chi square = 18.943, d.f.= 2, sig.= .000

  34. Transition and Reading Success Higher levels of family involvement in transition activities “Smooth transitions” in social, school routine, and academic skills Support in transition from the ECE program.

  35. Effect of ECE Help in Kindergarten Transition on Reading at End of 3rd Grade (Cohorts I-III)) % on Grade Level N= 779, Chi Square = 20.528, d.f.= 1, Sig.= .000

  36. Effect of ECE Help in Kindergarten Transition on Mathematics at End of 3rd Grade (Cohorts I-III)) % on Grade Level N= 655, Chi Square = 10.426, d.f.= 1, Sig.= .001

  37. Trends in Center Star Ratings and Faculty/Staff Education in Union County 2006-2012

  38. Improvements Over Time2006-2012 Increased average education levels of lead teachers and other staff in child care centers Increased average star-ratings of child care facilities between 2006 and 2010 Increased average kindergarten readiness screening scores for children attending ECE [Cohorts I-IV] Increased average scores on end of year K-2 assessments for children attending ECE [Cohorts I-IV] 38

  39. Poster Sessions From research to action: Policy Implications Methods and Comparisons: Winston-Salem/Forsyth County Schools, The Enduring Impact of PreK

  40. Cohort V • 228 four-year olds recruited during 2011-12. • Objective to link early development history and a more complete history of ECE to subsequent school transition and achievement. • Of those that responded, over half said that they had heard of the Alliance for Children and 42% said that they or their child had participated in Alliance supported activities.

  41. Cohort 5 Ethnicity • Hispanic students make up almost half of the sample. N=204

  42. Gender • There are more boys than girls in the sample.

  43. Age Distribution

  44. Family Income showed a bi-modal distribution with 20% of responding “Don’t Know”

  45. Over half the sample have attended or graduated from college level programs.

  46. ECE About a 30% of 2-3 yr. olds in the cohort were in center or family care while over 90% were enrolled in care as 4 yr. olds. The modal number of hours attending ECE per week at age 4 was 30-32 hrs.

  47. Ages and Stages Assessment

  48. ASQ and Transition Analysis conducted thus far has shown a significant correlations between ASQ score fine motor and personal/social skills with both literacy and school routine transition in kindergarten. The strength of these correlations are moderately strong.

  49. ASQ and Transition Parents’ ratings of their child’s readiness for kindergarten was significantly correlated with overall ease of transition and in literacy skills and school routine.

  50. Kindergarten Teacher Survey Reported ECE Participation in Transition N=49

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