Date of Award:
5-1989
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Psychology
Committee Chair(s)
Ann Austin (committee chair) Shelley Lindauer (committee co-chair)
Committee
Ann Austin
Committee
Shelley Lindauer
Committee
Frank Ascione
Committee
Glen Casto
Committee
Dave Turner
Abstract
Although preschool for disadvantaged children is strongly supported nationally as a beneficial endeavor, the research that underlies this support has mostly been limited to small-scale, high-quality experiments. Some have questioned the ability of public schools to provide similar experiences for young children and to produce long-term effects. This study is a long-term follow-up in first-grade children who attended preschool in a statewide public school program. The classrooms were observed to assess the quality of treatment. It was determined that children who attended classrooms that provided medium- to high-quality experiences outperformed those in poor-quality classrooms, as well as comparison children who did not attend preschool. The observation instrument used to assess quality was also found to be predictive of first-grade performance.
Recommended Citation
Frede, Ellen, "Public School Preschool for Disadvantaged Children: Program Quality and Long-Term Effects" (1989). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8959.
https://digitalcommons.usu.edu/etd/8959
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