School Wide Achievement Effects On Children - 1621 Words

If you have a child you have probably thought about enrolling them in some sort of early childhood education program, because that is the most critical time for your child and you want them to get a better start in school and life going forward. In this paper we look at multiple studies done regarding ECE programs. Some of them followed people onto adult while others just did to elementary school. This study was done by people at the University of Missouri. By doing this study they were trying to see how much school-wide achievement effects the relationship between early childhood education and performance in reading and math in fifth graders. The question they wanted to answer was, â€Å"Do ECE program participants have better achievement in†¦show more content†¦They interviewed parents from kindergarten to fifth grades, and tested the children at the same times. Parents were asked about many things such as family characteristics, parenting attitudes and behavior, employment history, children’s prior care, education arrangements, and parents’ perceptions of their children. They conducted these interviews to find out if any of these other factors had a correlation with how well children preformed. The results showed that attending both pre-kindergarten and child care had a big positive impact on the children’s fifth grade reading and math scores than compared with not having attended any ECE. However, attending Head Start had a negative impact on children’s achievement compared with children who did not attend ECE, and when the child only went to Head Start they performed significantly lower than children who attended pre-K and child care on reading. This next study was about a follow up on the Abecedarian Project done by people at the University of North Carolina. The Abecedarian Project was a trial designed to learn the extent to how early childhood education could overcome the odds of developmental delays and academic failure for children born into low-income families. At age 21, the treated group had kept a large advantage on both intellectual tests and scores on academic tests of reading and mathematics. The treated group were more likely to attend a 4-year college or university. Those