Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2017

Committee Chair or Co-Chairs

Virgina Foley

Committee Members

Bill Flora, Don Good, Renee Moran

Abstract

The purpose of this study was to determine if a significant difference in achievement scores exists among students based on whether or not they attended preschool as measured by standardized achievement reading-language arts and math scores on the Tennessee Comprehensive Achievement Program assessment for fourth grade students in a single East Tennessee school district. The variables of grade level and preschool attendance were considered. The population consisted of fourth grade students during the 2014-2015 school year. Data were gathered from the Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2014-2015 school year and from the school district’s preschool attendance records. Independent t-tests were used to evaluate differences in the variables. Findings in this study did not show any significant difference in achievement tests scores of students who attended preschool and those who did not. Scale scores were tested in this model for fourth grade achievement scores. These scores consisted of Reading-Language Arts and Math. Areas tested were found to have no significant differences for fourth grade when compared by preschool attendance, gender, or ethnicity.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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