期刊名称：Journal of Applied Research on Children: Informing Policy for Children at Risk
印刷版ISSN：2155-5834
出版年度：2016
卷号：7
期号：2
页码：7-50
出版社：Texas Medical Center Library
摘要：With funding from the Meadows Foundation and the Miles Foundation, researchers at CHILDREN AT RISK engaged in a study to examine how participation in Texas public PreKindergarten Pre-K1 is associated with performance on the 3rd Grade State of Texas Assessment of Academic Readiness (STAAR) Reading assessment. CHILDREN AT RISK tracked approximately 47,000 students from the 2010-2011 school year to the 2014-2015 school year.2 These students began public Pre-K in 2010 and completed 3rd grade in 2015. The study focused on five major independent school districts (ISD) in Texas (Austin ISD, Dallas ISD, Fort Worth ISD, Houston ISD, and San Antonio ISD) and 12 additional school districts surrounding these major metropolitan areas.3 The purpose of this report is twofold. The first purpose is to educate parents, policy makers, and the public about the association between Texas public Pre-K and 3rd grade STAAR Reading outcomes. Across campuses and students, this study examines the relationship between varying levels of public Pre-K participation and STAAR Reading scores by comparing 3rd grade STAAR Reading means among multiple sub-groups of economically disadvantaged students. The second purpose is to offer policy recommendations that will increase access to and improve the quality of the Texas public Pre-K program on behalf of parents, taxpayers, and—most importantly—children.
