Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 25

Journal of K-12 Educational Research 23 to attend but did not. The researcher again studied ISIP data from the District. All students in the District take either the ISIP ER or ISIP Español assessment at the beginning of each month. Three times a year: at the beginning, middle, and end of the year in Kin- dergarten through 2nd grade. Scores are reported to the Texas Education Agency (TEA). In the same way that ISIP ER and ISIP Español scores are reported to TEA for Kindergarten through 2nd, m-Class CIRCLE assessment scores are reported to TEA three times a year for the 1,446 students who were enrolled in The District run Pre-K program in 2015-2016. Using these data for the study allowed the researcher to assess whether or not stu- dents who attended a high-quality district run Pre-K program at either one of the Pre-K centers or a satellite campus performed at a higher level in reading than those who did not but were eligible to attend. Procedures and Data Analysis The information used in this study was taken from the District’s Public Education Information Management System (PEIMS) and placed in an EXCEL spreadsheet. Students were categorized as those who previously participated in the Districts Pre-K center based program and those who were eligible to attend but did not. The three data points used to judge whether or not there was a significant difference in academic performance between students who attended the District run Pre-K program and those who were eligible to attend but did not were BOY, MOY, and EOY. The independent variable tested was participation in the District’s Pre-K program located at the Pre-K center or satellite campus. The dependent variable for the study was the students’ performance on the Beginning of the Year (BOY), Middle of the Year (MOY), and End of the Year (EOY) ISIP ER/ISIP Español assessments. A One-Between-One-Within Subjects Analysis of Variance (ANOVA) was conducted. The study first established three groups of students: those who attended Pre-K at the Pre-K cen - ter; those who attended Pre-K at a traditional campus; and those who were eligible to attend but for some reason did not. Using IBM SPSS, these groups were compared using the 2015-2016 ISIP ER/ISIP Español BOY, MOY, and EOY data. Research Question 1 (RQ1): What are the differences in student performance on the Kindergarten ISIP ER assessment between those who attended a district run Pre-K program and those who were eligible to attend but did not? In order to answer this ques - tion, the following hypotheses were examined: A one-way between-subjects analysis of variance (ANOVA) was used to test the hypotheses for the English ISIP scores. This test showed there was a statistically significant difference in En - glish ISIP scores at each testing cycle BOY χ 2 (2)=37.68, p =.000, with a mean rank ISIP score of 663.69 for No Pre-K, 786.66 for Pre-K Satellite, and 809.32 for Pre-K Center. Similarly, the MOY results were χ 2 (2) = 15.471, p =.000, with a mean rank English ISIP score of 686.08 for No PK, 762.63 for Pre-K Satellite, and 781.64 for Pre-K Center. The EOY results were χ 2 (2) = 13.07, p < .001, with a mean rank English ISIP score of 688.87 for No Pre-K, 770.56 for Pre-K Satellite, and 766.58 for Pre-K Center. Post hoc analysis revealed statistically significant differ - ences in mean rank scores between students who had attended Pre-K and those who had not. These differences were present at each testing period. BOY No Pre-K and Pre-K center (122.97 p =.000), and no Pre-K and Satellite Pre-K (145.62 p =.000). MOY No Pre-K and Pre-K center (95.55 p =.001), and no Pre-K and Satellite Pre-K (76.54 p =.005). EOY No Pre-K and Pre-K center (77.70 p =.005), and no Pre-K and Satellite Pre-K (81.68 p =.003). There were no statistically significant differences in the pair - wise comparisons between students who attended a Pre-K center and students who attended a Pre-K Satellite campus. Figure 7 shows ISIP ER BOY, MOY, and EOY assessment comparisons between students who participated in the District’s Pre-K pro - gram at either one of the Pre-K centers or satellite campus with those who were eligible to attend Pre-K but did not. Research Question 2 (RQ2): What are the differences in student performance on the Kindergarten ISIP Español assessment be - tween those who attended a district run Pre-K program and those who were eligible to attend but did not? In order to answer this question, the following hypotheses were examined: The MOY results were χ 2 (2)=9.204, p =.010, with a mean rank ISIP Español score of 443.42 for No Pre-K, 515.27 for Pre-K Satellite, and 506.95 for Pre-K Center. The EOY results were χ 2 (2) = 15.405, p < .001, with a mean rank ISIP Español score of 428.85 for No Pre-K, 524.43 for Pre-K Satellite, and 507.50 for Pre-K Center. Post hoc analysis revealed statistically significant differences in mean rank scores between students who had attended Pre-K