Date on Master's Thesis/Doctoral Dissertation
Educational Leadership, Evaluation and Organizational Development
Educational Leadership and Organizational Development, EDD
Ingle, William Kyle
kindergarten entry; early elementary mathematics; prior level of achievement
From 2013-2019, all Kentucky school districts have administered a common screener to each student entering kindergarten. In this study, kindergarten readiness—determined by academic skills/cognitive development, language development, and physical development—was a significant predictor of grade 1 end-of-year mathematics achievement. The model predictions show that kindergarten students who met the readiness benchmark had higher grade 1 end-of-year mathematics scores compared to students who entered kindergarten below the readiness benchmark. The model predictions improved substantially with the inclusion of prior level of achievement as indicated by grade 1 beginning of the year mathematics achievement. However, students with stronger readiness skills demonstrated significantly higher grade 1 mathematics scores compared to students with lower readiness skills, irrespective of whether prior level of achievement was controlled. These findings suggest that the achievement of students before and during the kindergarten year are significant predictors of subsequent grade 1 mathematics achievement even after controlling for students’ demographic characteristics, prior setting for early care and learning, and neighborhood socioeconomic status. Implications for policy, practice, and research are discussed.
Jones, Faneshia McPherson, "Kindergarten readiness and grade 1 mathematics achievement." (2020). Electronic Theses and Dissertations. Paper 3543.
Retrieved from https://ir.library.louisville.edu/etd/3543