JSM 2005 Online Program

Abstract #304789

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Activity Number:	194
Type:	Contributed
Date/Time:	Monday, August 8, 2005 : 2:00 PM to 3:50 PM
Sponsor:	Section on Health Policy Statistics
Abstract - #304789
Title:	Different from the Start: Profiling Minnesota Kindergarten Students in Six Kindergarten Program Types
Author(s):	Theresa J. Gromala*+
Companies:	University of Minnesota
Address:	2200 W 89th Street, Bloomington, MN, 55431, U.S.
Keywords:	health policy ; early education policy ; achievement gap ; secondary data analysis ; disparities ; child development
Abstract:	This paper attempts to understand kindergarten program types and how they differ in relationship to child, family-related, and education-related experiences and characteristics. It also attempts to determine which potential risk factors influence nonproficiency in math and reading. We used data of all Minnesota's kindergarteners from the 1999--2000 academic year to evaluate their mathematics and reading achievement in Grade 3 during the 2003--2004 academic year (n=46,512). Using an ecological theory, we asked: What factors (child, family, kindergarten type, or education/school) influence third-grade outcomes in terms of Minnesota Comprehensive Assessments for Reading and Mathematics achievement/proficiency? Three secondary data sources were used in our analyses: The Minnesota Automated Reporting Student System, the Minnesota Comprehensive Assessment (MCA) for Mathematics and Reading, and Early Childhood Screening Assessment. We limited the study to only public and charter schools and used logistic regression with our response variable proficiency/nonproficiency on both reading and math MCA assessments.

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