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dc.contributor.advisorYates, James R.en
dc.creatorJudson, Cynthia Jeanneen
dc.date.accessioned2008-08-28T23:28:01Zen
dc.date.available2008-08-28T23:28:01Zen
dc.date.issued2007en
dc.identifierb68771940en
dc.identifier.urihttp://hdl.handle.net/2152/3109en
dc.descriptiontexten
dc.description.abstractThe purpose of this study was to examine whether or not students who have participated in an Even Start early childhood program had higher academic achievement and attendance rates and lower incidents of grade retention, special education placement and disciplinary referrals during the elementary school years than their non-participating peers. Research has provided mixed results regarding early intervention programs. In this study, Even Start participants were compared to similar English language learners within a central Texas school district. The research questions examined whether Even Start participants demonstrated higher levels of academic achievement, better attendance rates and lower incidents of grade retention, special education placement and referral for serious disciplinary incidents than their non-participating peers. Initially twelve years of data were to be examined, but only four years of measurable data were available, which reduced the scope of this study. Overall, results indicated a positive effect on student achievement and attendance rate. No significant effect was found regarding grade retention, special education placement or discipline referral. Sample size, access to student records only through grade three and the age of the students studied were limitations to this study.
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshEven Start Program (U.S.)--Evaluationen
dc.subject.lcshAcademic achievementen
dc.titleThe effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referralsen
dc.description.departmentEducational Administrationen
dc.identifier.oclc173370613en
dc.type.genreThesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Educationen


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