Longitudinal Follow-Up Assessment of Differential Preschool Experience for Low Income Minority Group Children

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Abstract
Urban high school minority group students with differential preschool program histories were compared to controls on measures of school achievement, school sentiment, and perceptions of the preschool experience. Preschool exit attainments were also examined in relation to follow-up achievement and attitude measures. No main long-term effects for differential preschool programs were revealed, nor did follow-up measures distinguish between the total preschool sample and controls. Moderately positive correlations were revealed between several preschool exit criterion measures and later school achievement, but not attitude. Favorable student evaluations of preschool were observed, as was a general consensus about the reasons for going to preschool.