Comparative Indices of School Achievement by Black Children from Different Preschool Programs

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Abstract
First, second, and third grade black children (368 boys, 360 girls) living in a large Northern metropolitan area were categorized according to their preschool experience (developmental day care, custodial day care, Head Start, and none). The children's school records were used to obtain four indices of school achievement: demographic-family variables, class ranking and attendance, personal-social behavior ratings, and academic achievement. Analyses showed children from developmental day-care programs were more likely to be born in the North, were enrolled in higher ranked classes and had higher levels of reading performance. Results suggest that the type of preschool program an urban child attends can influence his early school achievement. Secondly, it is important to include additional dimensions of achievement for these children.

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