Download full textERIC Number: ED619455
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 15
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. DPE Publication Number: 09.76 (b)
Brunner, Josie
Online Submission
Full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 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. There is a full report and a separate executive summary report. [For the executive summary of this study, see ED619456. For "AISD Prekindergarten Program Longitudinal Summary Report Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort. DPE Publication Number: 09.76 RB a," see ED619454.]
Descriptors: Preschool Education, Longitudinal Studies, Grade 7, Reading Tests, State Standards, Attendance, Comparative Analysis, School Districts, School Schedules, Preschool Children, English Language Learners, Enrollment Trends, Program Evaluation, Scores, Limited English Speaking, Educational Benefits, Educational History, Reading Achievement, Vocabulary, Intelligence Tests, Verbal Ability, Spanish, Achievement Gains
Publication Type: Reports - Research
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
