Final Report on the Hawai'i P–3 Evaluation

Gail L. Zellman ; M. Rebecca Kilburn

RAND Corporation

RAND Corporation

关键词: Educational Program Evaluation;    Education Reform;    Preschool;    Early Literacy Skills;    Elementary Education;    Hawaii;   

DOI  :  10.7249/RR1100
RP-ID  :  RR-1100-PPE

学科分类：自然科学（综合）

美国|英语

来源: RAND Corporation Published Research

【 摘 要 】

The "preschool to third grade," or "P–3," education reform movement has emerged in response to a growing consensus that the U.S. education system needs to find ways to improve student achievement. Proponents of the P–3 approach note that many students enter kindergarten lacking basic skills needed for school success and that positive effects of early interventions often fade out over time. In 2007, Hawai'i's P–20 Partnerships for Education (P–20) launched the state's P–3 initiative, which aimed to have every child in Hawai'i reading at grade level by third grade. RAND's five-year evaluation (2009–2014) examined the implementation of local plans in five demonstration sites and the initiative's state-level work. The authors also analyzed third-grade reading scores on the state reading test. P–20 asked demonstration sites to focus their work in six areas of best P–3 practice at the time, including K–3 curriculum alignment, K–3 teacher assessments, professional development, increased access to and enrollment in early learning programs, improved kindergarten transitions, and support for parent engagement. Implementation closely followed plans. Stakeholders uniformly reported that awareness of the important contribution of early learning to later academic performance increased substantially. State-level work is likely to be sustained because this work produced standards and programs. Some demonstration site work may also be sustained. The third-grade reading score analyses revealed that more years of P–3 exposure raised reading scores modestly but significantly and increased the likelihood of students scoring proficient on the state reading test.