The Effect of Preschool Attendance on Student Success in Kindergarten

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Boyd Bradbury


education, preschool, kindergarten, readiness, social-emotional behavior, academics


The purpose of this study was to determine the significance of preschool attendance prior to kindergarten. This study’s methodology included the assessment of 28 kindergarten students at the beginning of the 2017-2018 academic year. Student tests scores were gathered from four sources including: 1) the Renaissance Early Literacy Star Screening Assessment; 2) an English Language Arts benchmark test; 3) a Mathematics benchmark test; and 4) an evaluation from teachers assessing students’ social and emotional behaviors. Scores from these assessments were associated with prekindergarten program attendance prior to the start of kindergarten in 2017.

Results from this study suggest that children who attend a preschool program prior to entering kindergarten scored higher on the Renaissance Early Literacy Star Screening assessment, English Language Arts and Mathematics benchmark assessments. Additionally, students who attended a preschool program demonstrated similar social and emotional behaviors to those who did not attend a preschool program.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.