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Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief
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Zhao, Huafang; Modarresi, Shahpar – Montgomery County Public Schools, 2013
This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…
Descriptors: Preschool Education, School Schedules, Models, Academic Achievement
First Grade and Forward: A Seven-Year Examination within the Baltimore City Public School System
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Plank, Stephen B.; Durham, Rachel E.; Farley-Ripple, Elizabeth; Norman, Obed – Baltimore Education Research Consortium, 2008
This report describes a cohort of first-grade students from the Baltimore City Public School System (BCPSS). Specifically, we follow the 9,176 students who were first-graders in the district in 1999-00 for seven years. We learn much about patterns of promotion and retention, mobility within BCPSS, transfer out of BCPSS, attendance, and…
Descriptors: Urban Schools, Public Schools, Grade 1, Elementary School Students