Date of Award
Spring 5-2020
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Christopher Tienken, Ed.D.
Committee Member
Wendiann Sethi, Ph.D.
Committee Member
Lavetta Ross, Ed.D.
Keywords
preschool, preschool education, early childhood education, academic achievement
Abstract
This correlational, explanatory, cross-sectional study aimed to explain the influence of a school district having a publicly funded preschool program on English language arts and mathematics test results on the New Jersey Partnership for Assessment for Readiness for College and Careers (PARCC) for fourth graders. The study aimed to provide research-based evidence on the influence of publicly funded preschool programs on a district. The study used focused on the thirty-five (35) New Jersey school districts that had public preschool programs in 2012. The study concluded that consistent student attendance was a significant factor in districts with preschool programs when it came to test scores in both mathematics and English language arts.
Recommended Citation
Kuchar, Stephanie Elizabeth, "The Influence of Publicly Funded Preschool Programs in New Jersey Public School Districts on Student Achievement in Fourth Grade" (2020). Seton Hall University Dissertations and Theses (ETDs). 2725.
https://scholarship.shu.edu/dissertations/2725
