M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Children with mental disabilities--Education (Preschool)
Disability and Equity in Education
This study attempts to determine if children who have been through the Title I Preschool program require less special services than the rest of the district in subsequent years. The sample consisted of children who had been through the Title I Preschool program during the 1991-1992 school year through the 1997-1998 school year and are still currently enrolled in the Gloucester Township School District. Computer records were used to check the number of children who had received the benefit of the Title I Preschool program and were receiving services as of Oct. 15, 1998. The percentage of Title I students receiving services was then compared to the percentage of the rest of the district receiving services. The results seem to show a positive effect on emotional stability as observed by the overall decreased need for Primary Prevention services. Speech services seem to be increased for the Title I group. Reading assistance seemed to change depending on grade level, while math need decreased but only until second grade. The Title I group had about a 3% higher chance of special education classification, and if they are retained, it will most likely happen by placing them in a transitional first grade.
Corriveau, Mary L., "A longitudinal assessment of the educational status of children enrolled in a Title I preschool program" (1996). Theses and Dissertations. 1783.