Great Start Readiness Program and Children’s Academic Achievement: A Longitudinal Study

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-05-10 DOI:10.1007/s10643-024-01680-2

Huang Wu, Jianping Shen, Xin Li, Megan Russell Johnson, Huilan Y. Krenn

{"title":"Great Start Readiness Program and Children’s Academic Achievement: A Longitudinal Study","authors":"Huang Wu, Jianping Shen, Xin Li, Megan Russell Johnson, Huilan Y. Krenn","doi":"10.1007/s10643-024-01680-2","DOIUrl":null,"url":null,"abstract":"Michigan’s Great Start Readiness Program (GSRP) is a state-funded pre-K program that serves at risk four-year-old children across the state. Utilizing longitudinal data from 1,394 children in a mid-sized urban school district, we conducted regression analyses and piecewise linear growth models to examine the growth trajectory of GSRP children and non-GSRP children at each grade level from kindergarten to third grade in both reading and math. The results of regression analyses showed that, after accounting for other variables, participation in GSRP was statistically significantly associated with higher scores on Measure of Academic Progress (MAP) measures at various time points, ranging from 0.22–0.46 standard deviations (SD) in math and 0.31–0.49 SD in reading. The results of piecewise linear growth models illustrated that GSRP children had a statistically significantly faster monthly growth rate than non-GSRP children during the kindergarten year. However, the growth rates were not significantly different during the first, second, and third grade.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01680-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Michigan’s Great Start Readiness Program (GSRP) is a state-funded pre-K program that serves at risk four-year-old children across the state. Utilizing longitudinal data from 1,394 children in a mid-sized urban school district, we conducted regression analyses and piecewise linear growth models to examine the growth trajectory of GSRP children and non-GSRP children at each grade level from kindergarten to third grade in both reading and math. The results of regression analyses showed that, after accounting for other variables, participation in GSRP was statistically significantly associated with higher scores on Measure of Academic Progress (MAP) measures at various time points, ranging from 0.22–0.46 standard deviations (SD) in math and 0.31–0.49 SD in reading. The results of piecewise linear growth models illustrated that GSRP children had a statistically significantly faster monthly growth rate than non-GSRP children during the kindergarten year. However, the growth rates were not significantly different during the first, second, and third grade.

查看原文本刊更多论文

伟大起步准备计划与儿童学业成绩：纵向研究

密歇根州的 "良好开端准备计划"（Great Start Readiness Program，GSRP）是一项由州政府资助的学前教育计划，为全州面临风险的四岁儿童提供服务。利用一个中等城市学区 1394 名儿童的纵向数据，我们进行了回归分析和片断线性增长模型，研究了 GSRP 儿童和非 GSRP 儿童从幼儿园到三年级各年级在阅读和数学方面的增长轨迹。回归分析的结果表明，在考虑了其他变量后，参加 GSRP 在统计学上与不同时间点的学业进步测量（MAP）得分显著相关，数学为 0.22-0.46 个标准差（SD），阅读为 0.31-0.49 个标准差。片断线性增长模型的结果表明，在幼儿园学年中，GSRP 儿童的月增长速度明显快于非 GSRP 儿童。但是，在一年级、二年级和三年级，增长率没有明显差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field