Download full textERIC Number: ED619456
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. Executive Summary. DPE Publication Number: 09.76 (b)
Brunner, Josie
Online Submission
This is an executive summary of a longer report: "AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs." In the Austin Independent School District, full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 Texas state assessment for 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. [For the full report, see ED619455.]
Descriptors: School Districts, Preschool Education, Longitudinal Studies, Grade 7, State Standards, Reading Tests, Attendance, School Schedules, Comparative Analysis, Intelligence Tests, Verbal Ability, Vocabulary, English Language Learners, Spanish, Program Evaluation, Reading Achievement, Enrollment Trends
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Austin Independent School District (AISD)
Identifiers - Location: Texas (Austin)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A
