Date of Award

Summer 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

David Lee

Committee Chair School

Education

Committee Member 2

Myron Labat

Committee Member 2 School

Education

Committee Member 3

Richard Mohn

Committee Member 3 School

Education

Committee Member 4

Kyna Shelley

Committee Member 4 School

Education

Abstract

In order to meet the demands of college and career ready standards, students are expected to enter kindergarten knowing more than ever before. A need exists to examine data that provides evidence of desired social and literacy outcomes for students in kindergarten. In order to address the need for further study of school prekindergarten opportunities for young children, two different sets of data were collected, examined, and discussed. Literacy proficiency was measured by using data from the Mississippi K-3 Assessment Support System’s (MKAS2) Kindergarten Readiness Assessment (KRA). Social competence was measured using the Behavior Assessment System for Children, Third Edition Behavior and Emotional Screening System (BASC-3 BESS). Data was collected via a digital spreadsheet file containing de-identified student information along with the scores for the academic and behavior screening. The digital spreadsheet file also included level of prekindergarten, student ethnicity, and gender.

The results of the study did not reveal a statistically significant difference on literacy achievement based on the location of preschool services in which a student participated. Additionally, no significant difference was found on social competence risk factors based on the location of preschool services in which a student participated. However, African American and Hispanic students who attended a public school prekindergarten did outperform their counterparts who did not attend a public school prekindergarten.

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