Robert's Theoretical Framework

Theoretical Framework for the Effect of Pre-K

Pre-Kindergarten age students in the Westbury school district in the fall 2010 were either enrolled in the Westbury Pre-Kindergarten program or were not enrolled in the program.  Enrollment in the program exposed students to experiences which should lead to improved school readiness, cognitive abilities and language abilities, with subsequent academic achievement in future school success as measured by the Early Literacy Profile in the beginning of Kindergarten and the First grade.

Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance? ScienceDirect , 33-51.

The purpose of the study is to answer three questions.  First, does prekindergarten increase school readiness at kindergarten entry? Second, do the effects persist over time or quickly dissipate? Third, do the results differ for children with disadvantaged family backgrounds? (Magnuson, Ruhm, & Waldfogel, 2007)
The participants are 10,224 children attending kindergarten in the fall of 1998 nationwide.  All participants were administrated the Early Childhood Longitudinal Study (ECLS-K fall) of 1998 (kindergarten) and spring of 2000 (for most children, first grade).
The author’s data comes from the National Center for Education Statistics (NCES). The participants fall of 1998 academic and behavior scores on the ECLS-K were compared to their scores in spring of 2000 for the same categories. Parental responses were used to classify children as having attended prekindergarten program, other types of center-based care, Head Start, or other non-parental care.
Prekindergarten is associated with higher reading and mathematics skills at school entry but also high levels of behavior problems. By the spring of first grade, estimated effects on academic skills have largely dissipated but the behavioral effects persist.  Larger and longer lasting associations with academic gains are found for disadvantaged children.  Prekindergarten located in public schools do not have adverse effects on behavior problems. (Magnuson, Ruhm, & Waldfogel, 2007)
The implications of this study are that the investment of government funds into prekindergarten for economically advantaged students does not improve their academic outcomes.  Also students who are in not public school prekindergarten programs have negative and persisted behavior outcomes.  The greatest enhancements are found for students of lower incomes levels in public school prekindergarten.   However universal approach to prekindergarten has “the political advantages of widespread public support and concerns  about equity  of access across racial and economic  lines (Wolfe & Scrivener,  2003)” (Gormley & Phillips, 2005)

Bibliography
Gormley, W. T., & Phillips, D. (2005). The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications. Policy Studies Journal , 77-97.
Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance? ScienceDirect , 33-51.

Theoretical Framework

Enrollment in the Westbury pre-kindergarten program exposed students to experiences which should lead to improved Academic, Social, and Congnitive abilities, with subsequent academic achievement in future school success, specifically academic performance in kindergarten on Early Literacy Profile (see Figure below)