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Research and Evaluation
Kola Sunmonu, PhD.
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Last modified: 7/24/2017 1:56:46 PM
Research and Evaluation
Publications
Trends in School Readiness and the Effect of PGCPS Prekindergarten Participation, 2015 through 2017 

Berhane B. Araia, Ph.D. & Carole Portas Keane, Ph.D.

  Abstract 

The goal of this study was to examine the trend of school readiness in PGCPS from SY2015 through SY2017 and the impact of participation in different PGCPS prekindergarten (pre-K) programs on school readiness.  Kindergarten Readiness Assessment (KRA) data from SY2015 through SY2017 and prekindergarten and Head start enrollment files from SY2014 through SY2016 were used to address the research questions.  The findings showed that in SY2016 the district school-readiness rate increased to 38.3% from 34.4% in SY2015, a growth of 3.9 percentage points.  In SY2017, however, the district school-readiness rate decreased to 34.3%, a decline of 4 percentage points.  The study used the Average Treatment Effect (ATE) method to estimate the impact of PGCPS pre-K programs on school readiness.  The findings from the analysis suggest that participation in a PGCPS prekindergarten program would result in higher school-readiness rates relative to non-participation in any PGCPS prekindergarten program.  The program effect of participating PGCPS prekindergarten on school readiness was 9.8, 12.1, and 16.4 percentage points for the SY2015, SY2016, and SY2017 cohorts of incoming kindergarteners, respectively.  In other words, the school-readiness rate in PGCPS would have been 39%, 44% and 41.1% in SY2015, SY2016 and SY2017, respectively, if all of the incoming kindergarten students had participated in PGCPS prekindergarten programs.  The results from the analysis of the impact of different types of PGCPS pre-K programs further suggests that, for kindergarteners who attended PGCPS pre-K programs, school-readiness rates would have been higher by 6 to 7 percentage points had all participated in full-day pre-K or Head Start programs relative to participating in half-day pre-K.  The conclusion, therefore, is that PGCPS prekindergarten programs do a better job of preparing children for school than other prekindergarten settings for incoming kindergarteners and PGCPS full-day prekindergarten and Head Start programs are better than PGCPS half-day programs at preparing children to be school-ready.
 
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    Did You Know?

    That ninety (90%) of PGCPS' school-based administrators expressed being satisfied with their job in 2015, an increase of 10 percentage-points over the rate in 2011.

    FYI:  

    More than 33,600 students, 9,000 parents, and 5,700 teachers participated in the 2017 School Climate Survey.

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