The Effect of Prekindergarten Participation on Third-Grade Reading and Math

AbstractStudent reading and math achievement in the U.S. is not only low but also is decreasing. The purpose of this study was to determine the differences in third-grade reading and math scores between students who attended prekindergarten programs and students who did not attend prekindergarten programs. The theoretical framework was Bruner’s constructivist learning theory. A quantitative, causal-comparative ex post facto study was conducted. The third-grade reading and math scores of students who completed the Georgia Milestones in 2016-2017 and 2017-2018 were analyzed using MANOVA (N = 16,533). There was a statistically significant difference between the combined math and reading scores of students who participated in prekindergarten and those who did not, F(2, 16303) = 12.25, p \u3c.0005, Wilk\u27s Λ = .998, partial η2 = .002. This result supported rejection of the null hypothesis. Each dependent variable was examined separately. The results for prekindergarten participation and reading F(1, 16304) = 21.40, p \u3c .0005, partial η2 = .001, and prekindergarten program participation and math, F(1, 16304) = 22.42, p \u3c .001, partial η2 = .001) were below Cohen’s d effect size threshold for medium effect sizes for reading (d =.08) or math (d =.08). The results of this study have insufficient effect size to attribute the higher mean scores of reading and math scores to prekindergarten program participation. The findings from this study may promote positive social change by informing policy initiatives that improve the pre-K math and reading instruction and curricula to achieve a better long term positive effect on student reading and math achievement in elementary grades