Early Childhood Learning Experiences and Kindergarten Achievement
MetadataShow full item record
Type of Work33 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Early childhood education -- Research.
Kindergarten -- Research.
Academic achievement -- Research.
Education -- Research papers (Graduate)
The purpose of this study is to examine the effects of a prior school experience on the academic achievement of kindergarten students at the beginning of the school year. Using a causal-comparative design, the study examined fifty nine kindergarten students with a variety of prior learning experiences. The students were divided into three separate categories based on their prior schooling and their beginning of the year assessment scores were analyzed. Overall, the findings support the null hypothesis that a formalized prior school experience has no significant impact on kindergarten academic achievement. However, there were some variances in the beginning of the year scores. Because of these score variances, future studies should address specific early childhood learning programs and their impact on kindergarten achievement.