Effects of the Early Start preschool curriculum on the achievement of third grade students who follow standard assessment measures for English and mathematics

This descriptive, quantitative study examined the effects of participation in a 1-year Early Start Preschool Program for 4-year-olds in a state that requires annual testing at the end of select grades. This study focused primarily on achievement through grade 3. As no study has evaluated the effectiveness of the program, this research examined whether it has positively affected the results of the end-of-year tests. The predictor variable for this study was participation in the Early Start preschool program. For this study, the only 2 groups assessed were children who participated in Early Start and children who did not participate in the program. The criterion variables or dependent variables in this study included the state end-of-year tests for the 3rd grade in English and math from 2003 to 2005. Each group of student scores was compared using a 2 tailed t-test, and the measure of effect determined using Cohen's d statistic. The results of this study determined that this program does not positively affect achievement in English and mathematics through 3rd grade. These findings could be used to modify the program to better meet the needs of children and justifies advocacy for children through social justice by providing conclusive evidence that an academically-focused preschool program does not meet the academic needs of young children and their families.