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dc.contributor.advisorWatson, Robert Lewiseng
dc.contributor.authorCook, Amy L., 1967-eng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on June 2, 2009)eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe focus of measure for this study was on readiness of children who attended a targeted Title I pre-kindergarten class a year prior to entering kindergarten. The purpose was to investigate the achievement in the areas of motor skills, mathematical concepts, language and pre-reading skills, and an overall composite as measured by the DIAL-3. Comparisons of those children who received the intervention to those who qualified but did not participate were conducted using independent sample t-tests. Of the 320 students with complete sets of data, 205 children participated in the targeted Title I intervention classroom, while 115 children were placed on the waiting list and were labeled as non-intervention. It was found, with statistical significance, the targeted Title I pre-kindergarten intervention program had a strong effect on the academic outcomes of all subgroups of all children who attended compared to children who qualified but did not attend. This significant difference included the differences between the subgroups of male, female, minority, and non-minority. Implications from this study indicated it would benefit children of academic need living in poverty to receive pre-kindergarten intervention. Additionally, school districts should monitor academic performance prior to the NCLB required years of grades three through eight. Monitoring should include the subgroups of race and gender to determine if Title I support is needed as young as pre-kindergarten.eng
dc.identifier.merlinb68655678eng
dc.identifier.oclc368407019eng
dc.identifier.urihttps://hdl.handle.net/10355/5576
dc.identifier.urihttps://doi.org/10.32469/10355/5576eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEducation, Preschooleng
dc.subject.lcshFederal aid to educationeng
dc.subject.lcshSchool improvement programseng
dc.titleThe effectiveness of a targeted Title I pre-kindergarten programeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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