| Summary: | The primary purpose of the study was to examine the influence of participation in a subsidized day care program for children on school entry skills and selected achievement-related behaviors. The secondary purpose was to examine the continuing effect of program influence during the participants' first year in school. The ex post facto sample of 166 black children from lower socioeconomic backgrounds was divided into two groups: 94 program participants and 72 program eligible non-participants. School entry skills were assessed by the Leon Inventory of Kindergarten Entering Skills (LIKES), the Florida Language Screening System (FLASC) and the recommended student educational strategy placement. County level Key Skills scores were analyzed to assess continuing program influence. Factor 1--Work Organization, Factor 2--Creative Initiative/Involvement and Factor 3--Positive Toward Teacher from the Devereux Elementary School Behavior Rating Scale (DESB II) were used to assess student achievement-related behaviors. === The data were analyzed by using a 2 x 2 factorial design analysis of variance. The Participant group scored significantly better than the Non-Participant group on all measures of school entry skills and the Key Skills scores. No significant differences were found for participation level on the three DESB II factors; however, significant gender differences were found on Factor 1 and Factor 3 with girls being rated higher than boys. === Source: Dissertation Abstracts International, Volume: 46-04, Section: B, page: 1140. === Thesis (Ph.D.)--The Florida State University, 1985.
|
|---|
