Children’s Readiness Gains in Publically Funded, Community-Based Pre-kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

Abstract

Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and ‘at risk’ 3 year old children. Little research exists on the school readiness gains of children participating in these “garden variety” community-based programs. The current study evaluated the child outcome gains in cognitive, communication and social/learning domains of 4 year old pre-K children and 3 year old preschool children participating in publicly funded, community-based programs. A sample of 132 children (86 four year olds and 46 three year olds) participating in publicly funded community pre-K and preschool programs were assessed at the beginning and end of the year. Paired samples t tests were conducted to determine if the mean scores on posttests were significantly different than pretests on measures using SPSS software. Findings revealed the 4 year old children significantly increased their standard scores (SS) in cognitive, receptive vocabulary and social–emotional development. No change in SS was reported on the communication subtest. There was no statistically significant change in SS of the 3 year olds in any of the areas assessed. Children attending the “garden variety” publicly supported community based pre-K programs make notable gains in school readiness, but growth rates remained stable for the 3 year olds. Mean scores at pretest on some of the subtests were below average indicating the programs are reaching at-risk children. Findings suggest differences in the structural variables of the two programs may have contributed to the outcomes.