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Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design. Research Report
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Lipsey, Mark W.; Hofer, Kerry G.; Dong, Nianbo; Farran, Dale C.; Bilbrey, Carol – Peabody Research Institute, 2013
In 2009, Vanderbilt University's Peabody Research Institute, with the assistance of the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected…
Descriptors: Preschool Education, Outcomes of Education, Randomized Controlled Trials, State Programs
Two Tennessee Studies of Kindergarten Relationships to Grade Retention and Basic Skills Achievement: A Comparison of Grade Retention and of Basic Skills Test Scores of Pupils Who Did and Who Did Not Attend Kindergarten.
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Woodruff, Bobby J. – 1980
Results of the Tennessee Basic Skills Test administered statewide to more than 64,000 grade 8 pupils in April 1980 demonstrate that achievement of pupils with kindergarten background is superior to that of non-kindergarten pupils in mathematics, spelling, language, and reading. The effect was greater for mathematics and language than for reading…
Descriptors: Academic Achievement, Basic Skills, Educational Assessment, Elementary Education