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dc.contributor.advisorBurdsal, Charles A.
dc.contributor.authorBarbour, Randy J.
dc.date.accessioned2020-07-14T13:37:22Z
dc.date.available2020-07-14T13:37:22Z
dc.date.issued2020-05
dc.identifier.otherd20004
dc.identifier.urihttps://soar.wichita.edu/handle/10057/18801
dc.descriptionThesis (Ph.D.)-- Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
dc.description.abstractThis evaluation study investigated the impact of the Dr. Jerry Hamm Early Learning Center (JHELC), a district prekindergarten program located in southeast Kansas. A quasi-experimental comparative design was used to examine 2017-2018 spring end-of-the-year benchmark assessments (i.e., early literacy, reading, and math) and other school performance outcome measures (i.e., disabilities, grade retention, attendance, and behavior referrals) for students from kindergarten to third grade. Students in the treatment group participated in the JHELC, which provided wraparound services to students including literacy, math, socioemotional instruction, and mental and health care services. The comparison group either received no early childhood education instruction or some other childcare arrangement. The current study had mixed findings showing that the JHELC had a moderate impact on the students who participated in the program. There were very few statistically significant differences between JHELC students and their comparison group peers in early literacy, reading, math, repeat discipline referrals, and grade retention. Additionally, the JHELC group had a significantly greater number of identified learning disabilities. However, JHELC students had significantly greater attendance than the comparison group. Subgroup analyses determined that gender, race, and socioeconomic status did affect the amount of benefit students received from the program. Future studies should investigate the contextual differences in the subgroups and the mechanisms that lead to the differences suggested in this evaluation study. Keywords: Early childhood education, program evaluation, kindergarten readiness, elementary school, AIMSweb assessments, wraparound intervention model, academic achievement, early literacy, reading, math, attendance, disabilities, grade retention, behavior
dc.format.extentxii, 154 pages
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsCopyright 2020 by Randy Jerod Barbour, Jr. All Rights Reserved
dc.subject.lcshElectronic dissertation
dc.titleImpact assessment of the Dr. Jerry Hamm early learning center: A formal program evaluation study of the program’s impact on child outcomes
dc.typeDissertation


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  • Dissertations
    This collection includes Ph.D. dissertations completed at the Wichita State University Graduate School (Fall 2005 --)
  • LAS Theses and Dissertations
    Theses and dissertations completed at the College of Liberal Arts and Sciences (Fall 2005 -)
  • PSY Theses and Dissertations
    This collection consists of theses and dissertations completed at the WSU Department of Psychology.

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