Description

The purpose behind this publication was to determine
if significant differences existed in school
readiness for kindergarten and growth in school
readiness at the end of kindergarten between 266
kindergarten students, in an urban school district
in southeastern Pennsylvania, by the type of pre-
kindergarten experience. Additional variables
examined demographics, discipline referrals,
absences, days tardy to kindergarten, and
kindergarten teacher perceptions of student
readiness for kindergarten.
This book provides strong evidence that the
type of pre-kindergarten experience influences
students readiness for kindergarten. Analysis
suggested significant differences among public
school pre-kindergarten students and other groups
in: readiness for kindergarten; across ethnic
groups; by mother s educational level; by discipline
referrals in kindergarten; absences in kindergarten;
teacher perceptions of students readiness for
kindergarten.
This research has significant implications
for public policy and funding of education, school
district practice and program development, and
research on public school pre-kindergarten
programs.