Date of Award

1-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Elliott Ostler

Abstract

A body of research suggests that children from disadvantaged backgrounds have a gap in cognitive development that is set by age three (Roozbeh et al., 2016). This study examines if early identification of children with inequitable beginnings and conditions, and offering the support needed better prepares them for school (Simoncic et al., 2022). The research looks at programs established to address the equality and equity of education in a large suburban school district despite not qualifying for Head Start funding (National Academies of Sciences et al., 2020).

This research used qualitative and quantitative analysis within an associational investigation format, using retrospective institutional data and survey sources to examine subjects with dissimilar contributing factors, to show the effects of early identification and interventions. 33 subjects’ performances were measured using Teaching Strategies GOLD ® at the beginning of the three-year-old program and at the end of the four-year- old-program. To measure their continued performance, subjects’ end of kindergarten MAP ® scores in reading and math were also analyzed.

Bernoulli Sign Tests indicated that the subjects grew at a rate that was highly statistically significant, especially based on their life circumstances and what they were able to do at the beginning of the program. They showed growth at or above a rate that was comparable to their peers who did not have those life disadvantages. In addition, 51.5% of the subjects had a math RIT score of 153 or above placing them in the 50th percentile or higher in the Spring MAP ® of their kindergarten year. 66.7% of the subjects had a Language Arts: Reading RIT score of 156 or above placing them in the 50th percentile or higher in the Spring MAP ® of their kindergarten year.

The implication of this research was that gaps in development can be rectified by early identification and effective interventions. A more effective way to identify these children is necessary and funding is a factor that should be focused on especially since research shows the effectiveness of programs.

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