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Longitudinal outcome differences among promoted and transitional at‐risk kindergarten students
Author(s) -
Ferguson Phillip C.
Publication year - 1991
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199104)28:2<139::aid-pits2310280208>3.0.co;2-z
Subject(s) - psychology , remedial education , referral , developmental psychology , academic achievement , grade retention , statistic , test (biology) , clinical psychology , mathematics education , medicine , paleontology , statistics , mathematics , family medicine , biology
This study investigates the outcomes from a transitional first‐grade school readiness program (SRP). SRP‐placed and nonplaced SRP‐recommended students advanced directly into first‐grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher‐rated student social, problematic, behavioral, motivation, success, self‐esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP‐placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second‐grade differences compared with the year‐older SRP‐placed students across achievement, related services, parental factors, or teacher rating outcomes.