Goals of social equality, authentic assessments, and effective schools have peppered U.S. educational history. In response curricula, policies, and processes are constantly evolving to meet perceived needs. Nowadays "academic achievement" and "accountability" are of greatest interest to stakeholders. While students are tested for proficiency in a myriad of subjects and schools are held responsible for the outcomes, we are just beginning to understand the conditions that must exist within a school to ensure students are able to learn—what it takes for schools to be "ready." This study extends what has been recently learned about schools' readiness for kindergarten students, as defined by the National Education Goals Panel and measured by the High/Scope Ready School Assessment (2006a).
After examining the initiatives leading up to the Ready School movement, the current status of Ready Schools in Northeast Georgia is explored. This research reveals any relation between Ready School ratings and kindergarten student achievement, as well as student and school demographics and Ready School reporting. The dependent measure is the Georgia Kindergarten Inventory of Developmental Skills (GKIDS), and the independent variable is from survey data using the Ready School Assessment. This study examines 34 elementary schools in Northeast Georgia, including principals and kindergarten teachers, and over three thousand students' achievement data. Multiple linear regression analysis is employed to analyze the data. Implications for potential improvements and additional policy and practices as a means of evaluating a school's level of readiness to receive kindergarten students are addressed.
|Commitee:||Benson, Barbara, Lucado, Charles|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Early childhood education, Elementary education|
|Keywords:||Assessments, Curriculum, Kindergarten, Ready Schools, Social demographics, Student achievement|
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