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dc.contributor.advisorMacNeil, Angus J.
dc.creatorLeal, Gerardo
dc.date.accessioned2017-06-22T14:56:11Z
dc.date.available2017-06-22T14:56:11Z
dc.date.createdMay 2015
dc.date.issued2015-05
dc.date.submittedMay 2015
dc.identifier.urihttp://hdl.handle.net/10657/1808
dc.description.abstractEarly childhood education is an important component within the field of education because it is a significant and vital building block for the academic foundation of students. In recent years, research has documented the extensive success and growth of early childhood education for low-socioeconomic, minority, and English language learner students (Henry, Gordon, & Rickman, 2006). As a result of these successes, early childhood centers have been created in the United States primarily for specific communities which require such services. This study focused on determining whether significant differences existed in the academic achievement of prekindergarten students in independent early childhood centers and traditional school-based early childhood programs as measured by the Frog Street literacy and math assessments. Data in this study were from the years 2012-2013 and 2013-2014 for bilingual and monolingual prekindergarten students who attended traditional comprehensive elementary schools and those who attended independent early childhood centers (ECC). Monolingual prekindergarten students in independent early childhood centers were compared against monolingual prekindergarten students in traditional comprehensive school settings in the areas of literacy and math. Bilingual prekindergarten students in independent early childhood centers were compared against bilingual prekindergarten students in traditional comprehensive school settings in the areas of literacy and math. Additionally, a cross comparison was made between bilingual prekindergarten students in early childhood centers and monolingual prekindergarten students in traditional comprehensive school settings in the area of math. Finally, monolingual prekindergarten students in early childhood centers were compared against bilingual prekindergarten students in early childhood centers in the area of math. Results revealed that no statistically significant differences existed in regards to the academic achievement of bilingual and monolingual prekindergarten students in either of the academic settings as measured by the Frog Street literacy and math assessments. The study further revealed that the independent variable (the early childhood center or the traditional school) did not have an impact on the dependent variable (the literacy and math academic achievement of the prekindergarten students).
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectEarly childhood education
dc.subjectStudent Progress
dc.subjectInstructional settings
dc.subjectEarly childhood centers
dc.subjectTraditional elementary
dc.titleAn Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?
dc.date.updated2017-06-22T14:56:11Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Cultural Studies, Department of
dc.contributor.committeeMemberBorneman, Robert C.
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberMcGlohn, Robin
dc.creator.orcid0000-0002-9313-1258
dc.type.dcmitext
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Cultural Studies, Department of
thesis.degree.collegeCollege of Education


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