A Study of Differential Pre-K Readiness Across Racial/Socioeconomic Lines in Evanston/Skokie School District 65

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dc.contributor.authorKenly, Avery
dc.contributor.authorKlein, Amanda
dc.contributor.authorNicholson, Charles
dc.date.accessioned2019-04-10T14:44:16Z
dc.date.available2019-04-10T14:44:16Z
dc.date.issued2017-05-01
dc.descriptionLeadership Policy and Organizations Department capstone project
dc.description.abstractAckerman and Barnett (2005) suggest that "future academic success is dependent on being ready to learn and participate in a successful kindergarten experience" (p. 1). More importantly, a quality preschool experience has the potential to reduce gaps in achievement and the reproduction of socioeconomic inequalities that persist among disadvantaged families (Crosnoe, Purtell, Davis-Kean, Ansari, & Benner, 2016). Research has also indicated that students from low socioeconomic backgrounds are at a disadvantage, as they begin school with fewer academic skills and greater gaps in cognitive and academic competencies than their more advantaged peers (Stipek & Ryan, 1997). According to Magnuson, Meyers, Ruhm, and Waldfogel (2004), "differences in children's childhood experiences play a formative role in shaping school readiness and largely explain the skill gaps at school entry" (2004, p. 117).
dc.description.collegePeabody College of Education and Human Development
dc.description.departmentDepartment of Leadership Policy and Organizations
dc.identifier.urihttp://hdl.handle.net/1803/9424
dc.language.isoen_US
dc.publisherVanderbilt University. Peabody College
dc.subjectPre-Ken
dc.subjectReadinessen
dc.subjectPre-K Readinessen
dc.subjectDifferentialen
dc.subjectDifferential Readinessen
dc.subjectSocioeconomicen
dc.subject.lcshRaceen
dc.subject.lcshEducationen
dc.titleA Study of Differential Pre-K Readiness Across Racial/Socioeconomic Lines in Evanston/Skokie School District 65
dc.typeCapstoneen_US
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