Preschool Experience vs. No Preschool Experience: Long Term Effects on Academic and Social Readiness of Children

<p>Despite federal and state investments in early education intervention programs,achievement gaps continue to afflict the education system with children from low-income families having an increased need for high quality preschool education. When children from underprivileged families move through the education system, the chances of academic success becomes difficult as the education gap increases year after year, and they fall farther behind. By the time these students enter high school, they are behind academically and unable to meet grade level requirements. Many of them to give up and quit attending school, leading to an increase in the dropout rate.</p> <p>Research indicates that if high quality interventions are made during the preschool years, disadvantaged students are provided with benefits in language, literacy, social and academic skills. These skills, provided in the preschool years carry through into adolescence. The outcome for students is a successful educational experience, increasing high school graduation rates, and ultimately decreasing the dropout out rate in the community.</p> <p>Families who cannot afford to pay for preschool have children entering kindergarten with privileged children who are already familiar with class structure, daily routines, socializing with peers, and who have experienced an introduction to academics. Children of low-income families have not had the chance to practice or participate in any of these experiences, and yet they are entering a program where the social and academic expectations are the same for both groups of students.</p> <p>The purpose of this study is to analyze the benefits and the advantages of providing public preschool to families, who otherwise could not afford it. The long-term negative effects on children who did not have the opportunity to attend preschool are also described.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year dc:date.available

2015

Author dc:creator

• Estes, Dionne C.

Contributors dc:contributor

• Madalienne F. Peters, EdD
• Elizabeth Truesdell, PhD

• preschool
• early childhood education
• special education
• low income families
• Accessibility
• Education
• Educational Assessment, Evaluation, and Research

Repository record dc:identifier

https://scholar.dominican.edu/masters-theses/153

OAI identifier oai:identifier

oai:scholar.dominican.edu:masters-theses-1154