Date on Capstone

8-2016

Document Type

Capstone

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Carpenter, Bradley

Committee Member

Ingle, W. Kyle

Committee Member

Immekus, Jason

Committee Member

Gasko, John

Author's Keywords

kindergarten readiness; Brigance; preschool

Abstract

The purpose of this capstone was to explore pathways for increased kindergarten readiness by examining the relationship between kindergarten readiness as measured by the Brigance Kindergarten Screener (BKS) domains of cognitive/general knowledge and language/communication and each of the following variables: school funding, school location, school classification, teacher credentials, teacher years of experiences, music inclusion, and time allotted to music instruction. Participants included 174 preschool students from 17 classrooms in an urban school district. This capstone used preexisting data from the school district including demographic variables of race, socioeconomic status (SES), prior setting, attendance, and the school-level variable of climate. A Hierarchical Linear Multiple Regression found that SES had a significant relationship with all dependent variables. The variable of school classification was reported as having a significant relationship to the cognitive/general knowledge domain of the BKS. Our study as a whole provides research-based information on which policy decisions concerning preschool programs can be made.

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