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 Pre-Kindergarten Pre-K 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. 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. 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. (author abstract)
Pre-k in Texas: A critical component for academic success
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Texas
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Pre-k in Texas: A critical component for academic success
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Pre-k in Texas: A critical component for academic success
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