High Quality Preschool

The Impact of High Quality Preschool on the Achievement Gap

Annie Uhlenhake

University of Dayton

Literature Review Paper Submitted to

Dr. Evans In Partial Fulfillment

For the Course EDT 667

September, 2014

The Impact of High Quality Preschool on the Achievement Gap

Introduction

A significant portion of the educational downfall and disparity that afflicts our country is embedded in children’s experiences prior to kindergarten (Barnett, 2014). Children perform better on assessments of reading and math skills upon beginning kindergarten when they have previously attended a center or school-based preschool program in the year before school entry. These children continue to excel on assessments when skills are evaluated in the

spring of kindergarten and first grade. Also, children who attended an early childhood center or school-based preschool program are also less prone to be retained in kindergarten. According to Magnuson et al (2004), “in most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting preschool enrollment of children from disadvantaged families might help to narrow the [achievement] gap” (p. 124). Discrepancies appear long before children enroll in school. The gaps that arise early are inclined to continue through the school years (Ashford, 2007). While high quality preschool is just one aspect of the education reform that battles the achievement gap, by itself, high quality preschool might eradicate twenty percent of the achievement gap (Frede & Barnett, 2011). According to edweek.org (2011), “the ‘achievement gap’ in education refers to the disparity in academic performance between groups of students. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures.”
In a study by Howes et al, based on data from the National Center for Early Development and Learning (2008), high quality classrooms were identified as those who had a high instructional climate and positive teacher-child relationships (p. 30). Lamy (2013) believed in the following:
A great preschool provides children with foundational academic skills on which they can continue to build, as well as social abilities for getting along in a class. But perhaps, just as important, attending a great preschool teaches children that they like to learn and that they can be successful at learning. Great preschools also benefit families. Teachers and administrators in excellent preschools reach out warmly to parents, involving them in their children’s schooling and providing additional resources to families in need. This more successful start lowers the probabilities of grade retention and special education placement. (p. 32)

The developing appreciation that efforts to diminish the achievement gap must begin far before children enter school is driving a renewed attentiveness in universal preschool (Ashford, 2007).

According to Ashford (2007), The National School Board Association’s (NSBA) believes publicly funded preschool programs can help raise student achievement by providing a solid foundation on which many children can build (p. 23). If districts don’t currently offer preschool through their school, principals can reach out to local preschool programs, convert some, or all, of their preschool education classes into inclusion classes, contract with local preschool providers, hire only qualified preschool teachers, create professional development days specifically for early childhood teachers, or implement other school wide practices that meet the needs of young children (Frede & Barnett, 2011). Barnett (2014) states that all levels of government will have to increase their support for young children and families, including the federal government, which can best lead the way by providing financial support and incentives that encourage and enable state and local governments to develop sustainable quality programs. All efforts must be made to ensure that our children are receiving the high quality interaction and experiences needed in order to properly develop and ensure school readiness. Enrollment in a high quality preschool will aid in closing the achievement

gap.
The purpose of this study is to determine the outcomes and benefits of a high quality preschool, define high quality preschool, and address changes that need to be made within school districts and at the state/national level to assure that children attend a high quality preschool. This study answered the following questions:
1. What are the characteristics of a high quality preschool? Does the preschool program at Kleptz Early Learning Center in Northmont City Schools obtain these characteristics?
2. Define the achievement gap. Does high quality preschool have an impact on the achievement gap? How so?
3. What are the short-term and long-term benefits to attending a high quality preschool? How do they compare to the short-term and long-term success rates of students who did not attend a high quality preschool?

Methodology
Participants and Setting
One hundred and twenty-eight three- to five-year-old students attending an early childhood center served as the participants for this study.

The participants were selected based on convenience sampling, since these students attended the school in which the research taught. Class A consisted of 8 females and 9 males and had 7 students on Individualized Education Programs (IEPs); Class B consisted of 9 females and 7 males and had 6 students on IEPs; Class C consisted 6 females and 10 males and had 6 students on IEPs; Class D consisted of 9 females and 8 males and had 7 students on IEPs; Class E consisted of 5 females and 10 males and had 5 students on IEPs; Class F consisted of 7 females and 10 males and had 7 students on IEPs; Class G consisted of 6 females and 10 males and had 5 students on IEPs; Class H consisted of 6 females and 9 males and had 5 students on IEPs. Of the total students participating in the study, 56 were females and 73 were males and 48 students were

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