A Program Evaluation of Prekindergarten Program in One School District

<p>I explored the potential impact of position and salary change on prekindergarten teachers in a public-school district in a southern state. I provided an educational, economic, political and moral/ethical analysis in partial support of this change for the district.</p> <p>The current policy in the district is that the school year prekindergarten teaching positions are considered non-instructional. However, the summer prekindergarten program teachers are certified teachers as per state requirements. The new policy will make all prekindergarten teaching positions require state certification. This change would give them the financial pay and benefits included with the position change and keep them in the early childhood field instead of leaving for other positions.</p> <p>While reviewing data concerning the teaching knowledge and practices of prekindergarten teachers with a bachelor’s degree and without a bachelor’s degree it was found that certified teachers produced a higher percentage of students ready to enter kindergarten. I make the case for this policy to ensure that highly qualified teachers remain in the early childhood program and increase the quality of the prekindergarten program.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2023

Author dc:creator

• Eubank, Alicia

Contributors dc:contributor

• Dr. Lorrie Butler
• Dr. Carla Sparks

• PreKindergarten
• early childhood
• phonological awareness
• phonemic awareness
• Early Childhood Education
• Language and Literacy Education
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/765

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1824