Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Xu, Jianzhong

Committee Member

Prince, Debra

Committee Member

Brocato, Donna

Date of Degree

5-9-2015

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.

URI

https://hdl.handle.net/11668/18171

Comments

African American students||reading achievement||early childhood education||Pre-kindergarten

Download

Share

COinS