Preschool and Grade Retention/Graduation Rates

Recently released results of a longitudanal study conducted by Highscope Educational Research Foundation on behalf of the Michigan Department of Ed.  The study was intended to target control groups of children who attended the State Funded preschool, known as GSRP, as well as a group of children who were not a part of a preschool experience.  The research time period was 1995-2011 and the target research was Grade Retention and Graduation.  Below there is a summary of the findings. 
As a result of these findings the state department has received an increase in funding, allowing more children to have a State Funded preschool experience.  Talks continue and the department anticipates continued growth in funding.  School Readiness is a focus of the previous and current administration and research drives how funding is allocated.

 
Summary of Great Start Readiness Program Evaluation Findings 1995-2011


 Kindergarten teachers consistently rated GSRP graduates as more advanced in imagination and creativity, demonstrating initiative, retaining learning, completing assignments and as having good attendance (Florian, et al., 1997).

 Second grade teachers rated GSRP graduates higher on being
ready to learn, able to retain learning, maintaining good attendance and having an interest in school (Xiang & Schweinhart, 2002).

 A
higher percentage of 4th grade GSRP graduates passed the MEAP compared to non-GSRP students (Xiang & Schweinhart, 2002).

 GSRP boys
took more 7th grade math courses than non-GSRP boys (Malofeeva et al., 2007).

 GSRP
children of color took more 8th grade math courses (Malofeeva et al., 2007).

 Significantly
fewer GSRP participants were retained in grade than non-GSRP students between 2nd and 12th grades (36.5% versus 49.2% in 12th grade) (HighScope, 2011).

 Significantly
fewer GSRP children of color were retained for two or more grades than their non-GSRP counterparts by the 12th grade (14.3% versus 28.1% in 12th grade) (HighScope, 2011).

 More GSRP students
graduated on time from high school than non-GSRP participants (58.3% versus 43.0%) (HighScope, 2011).

 More
GSRP children of color graduated on time from high school than non-GSRP participants (59.7% vs. 36.5%) (HighScope, 2011).

The findings provide evidence of both the short- and long-term impact of GSRP attendance on student outcomes

http://bridgemi.com/wp-content/uploads/2012/06/GSRP-evaluation-may-21-12.pdf

How Advocacy Creates Equity In Wages Across The Early Childhood Field

Advocating for equity in wages and quality will both educate our legislators to consider policy change as well as create an informed public. 
"Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development, (NAEYC, n.d.)".  Having access to this research allows us, as professionals, the confindence to advocate for change.

The lack of equity in wages doesn't create a professionalism nor a true understanding of the importance of the work.  Advocating for wages to match the work will assist with the quality.
Creating quality within a field that is underfunded and underpaid can be difficult. 

I'm truly enjoying the research of my topic choice.  Do you have any additional insights or opinions that can assist me in my search?


NAEYC; n.d. Early Years Are Learning Years.  A Call for Excellence In Early Childhood Education.  Retrieved on September 15, 2012 from http://www.naeyc.org/policy/excellence.