Title

The Differences Among Kindergarten Students of Varied Enrollment Ages and Pre-Kindergarten Experiences As Measured By the Pascagoula Early Assessment For Kindergarten

Date of Award

2005

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Clyde Ginn

Advisor Department

Educational Leadership and School Counseling

Abstract

The purpose of this study was to determine if kindergarten students with birth dates in different quartiles of the year would score differently on the language arts and mathematics evaluation as measured by the three Windows of the PEAK evaluation. The study was designed to determine if the achievement gap, providing one existed, for the different ages closed throughout the year or remained constant. The study also sought to determine if there is a difference between students who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program and how they scored on the language arts and mathematics evaluation as measured by the three Windows of the PEAK evaluation. The study was also designed to determine if the achievement gap, providing one existed, between students who did attend a pre-kindergarten program and those students who did not attend a pre-kindergarten program closed throughout the year or remained constant. The study sample of this investigation was 205 kindergarten students that were administered the PEAK evaluation during the 2002-2003 and the 2003-2004 school years at the two elementary schools selected for this study. The two elementary schools that were selected for this study are public, rural to suburban. Both schools service kindergarten through fifth grade. Due to the transient nature of the community, enrollment for each school fluctuates around 430 students. The combined enrollment for the two schools, using end of the year data for 2002-2003 was 861 and 2003-2004 was 847. These two schools were selected in order to represent children from various backgrounds. The study produced the following finding for language arts achievement as measured by the Pascagoula Early Assessment for Kindergarten. There are no differences among age quartile groups across time on language arts. F (6, 349) = 1.29, p = .262. There is no gender by age quartile group interaction across time on language arts. F (6, 349) = 0.71, p = .630. There is no race by age quartile group interaction across time on language arts. F (6, 349) = 0.97, p = .443. There is no socioeconomic level by age quartile group interaction across time on language arts. F (6, 349) = 2.10, p = .058. There are no differences between those with pre-kindergarten experience and those without pre-kindergarten experience across time on language arts achievement. F (2, 363) = 1.68, p = .191. Overall, both males and females significantly improved their performance in language arts over time, F (2, 362) = 524.48, p < .001. The study produced the following findings in the area of mathematics as measured by the Pascagoula Early Assessment for Kindergarten. There are no differences among age quartile groups across time on mathematics achievement. F (6, 347) = 0.70, p = .637. There is no gender by age quartile group interaction across time on mathematics achievement. F (6, 347) = 1.35, p = .239. There is no race by age quartile group interaction across time on mathematics achievement. F (6, 347) = 0.52, p = .776. There is no socioeconomic level by age quartile group interaction across time. F (6, 347) = 0.58, p = .744. There are no differences between those with pre-kindergarten experience and those without pre-kindergarten experience across time on mathematics achievement. F (2, 374) = 0.21, p = .795. (Abstract shortened by UMI.)