[Download] "Comment on Marcon (ECRP, Vol. 4, No. 1, Spring 2002): "Moving up the Grades: Relationship Between Preschool Model and Later School Success"." by Early Childhood Research & Practice ~ eBook PDF Kindle ePub Free
eBook details
- Title: Comment on Marcon (ECRP, Vol. 4, No. 1, Spring 2002): "Moving up the Grades: Relationship Between Preschool Model and Later School Success".
- Author : Early Childhood Research & Practice
- Release Date : January 22, 2003
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 218 KB
Description
Abstract Commenting on Rebecca Marcon's study, which indicated that an academically oriented preschool model had negative effects in later school years, this article calls into question the study's data analyses and interpretations. The commentary asserts that there were no reliable differences in report card grades between children who attended academically directed (AD), child-initiated (CI), or middle-of-the-road (M) preschool classes by either third or fourth grades once conventional levels of statistical significance are used; a lack of follow-up analyses allows no interpretation of grade-by-preschool interaction; it was unclear how children who had been retained in grade by third grade were included in a follow-up study; and the significantly higher likelihood of retention prior to grade 3 for children who participated in CI and M type preschools is a clear finding glossed over in Marcon's report. The commentary also raises questions about the potential differences in factors responsible for preschool selection because type of preschool and preschool model were confounded in the study, and about potential context effects in the study. The commentary concludes by reiterating that the most significant finding of Marcon's study was given the least attention: that children who attended AD preschool were one-half as likely to be retained in grade by third grade than were children who had attended CI and M Model preschools.