Predicting students’ mathematics achievement through elementary and middle school: The contribution of state-funded prekindergarten program participation
The purpose of this study was to predict mathematics achievement by 458 students on statewide tests as they progressed through elementary and middle school, accounting for their participation in Georgia’s Pre-K program at age 4. Both students’ achievement scores and performance levels (i.e., 1=Does Not Meet the Standard, 2=Meets the Standard) were examined as outcome variables. Individual student enrollment in Georgia’s Pre-K program at age 4 was considered as the major variable that would predict their mathematics achievement in the elementary and middle school years. Race, sex, and family socioeconomic status (SES), as indicated by the enrollment in free or reduced-price meals during their preschool year, were used as covariates in predicting students’ achievement. (author abstract)
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