| This study was conducted to find out if the implementation of intervention programs funded by the federal government in local school districts has been successful in raising the achievement of disadvantaged children. Of particular focus have been children who were labeled as being at-risk, Black boys in a prekindergarten program. The problem statement is to determine the sustained effects treatment on at-risk, Black boys in a compensated group in comparison to an uncompensated group. Students targeted in the study had benefited from participation in a preschool program in 1991. The program was designed to provide readiness for the full day experience at first grade.;Program records indicating characteristics such as sex, race, school attended, days present, days absent, immunization records, dental records, physical records, parent volunteers, parent contacts, parent attendance at training sessions, test scores and retentions were maintained. Five research questions and hypotheses were developed to determine if a statistically significant difference exists between the achievement of the experimental group and the control groups. The areas investigated were: race/ethnicity, age, geographic location, sex, program duration, regular classroom experience, compensatory education experience and achievement scores in reading and mathematics.;The significant findings were: (1) The quasi-experimental group was found to have a statistically significant difference in achievement at the beginning of prekindergarten. (2) The null hypotheses were rejected for finding no statistically significant difference in reading and mathematics achievement for both groups at kindergarten, first and second grades. (3) The quasi-experimental group and the control groups were found to have no statistically significant difference in reading and mathematics achievement at the end of third grade. (4) The quasi-experimental group did achieve at expected rates from prekindergarten into second grade. (5) To sustain the achievement effects of intervention programs on at-risk, Black boys, continued supplemental services must be available on a demonstrated individual need basis in kindergarten, first, second and third grades. |
