Final Report: Implementation and Pilot Study
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education, and were in classrooms with fewer students as compared to those in comparison classrooms.
Examining School Readiness Differences Between PKOMW and Comparison Students To better understand which demographic and contextual factors might impact students’ school readiness outcomes, we ran zero-order bivariate correlations. These correlations informed which variables were used as control variables in subsequent analyses. See Table 3 for Spearman’s correlations between dichotomous demographic and contextual variables and students’ school readiness outcomes. Being in the PKOMW group was moderately positively associated with receptive and expressive vocabulary and math skills. In other words, students in the PKOMW group scored higher on measures of receptive and expressive vocabulary and math skills. Ethnicity was also positively moderately associated with students’ emotions/regulations, where Hispanic students tended to score higher on measures of emotion regulation.
Table 3. Correlations Between Contextual and Demographic Characteristics and Students' Outcomes
Cognitive/ Social
Receptive Vocabulary
Expressive Vocabulary
Emotions/ Regulation
Executive Function
Literacy
Math
Treatment Group (PKOMW = 1)
0.58***
0.52**
0.08
0.36*
0.12
-0.15
0.01
Sex (Boy = 1)
-0.03
0.01
0.11
-0.003
-0.16
-0.14
-0.17
Ethnicity (Hispanic= 1)
-0.03
0.19
-0.31
0.03
0.13
.45**
0.09
DLL (DLL = 1)
-0.33
-0.13
-0.21
-0.19
-0.13
0.06
0.13
*significant difference, p < .05 **significant difference p < .01 ***significant difference, p < .001
Correlations results, as presented in Table 4, indicate significant positive associations between age and students' school readiness, suggesting that older children tend to exhibit higher levels of preparedness. Similarly, income and parents' educational level demonstrate positive correlations with child outcomes, indicating a potential link between socio-economic factors and school readiness. Furthermore, English language screener scores exhibit positive associations, suggesting that proficiency in English may be a contributing factor to enhanced school readiness among students, as the assessments that were analyzed were given in English. These correlations provide valuable insights into the relationships between demographic and contextual variables and children's preparedness for school. Specifically, findings showed older students generally scored higher in four of the seven assessed domains, expressive, math, cognitive/social and emotional regulation . Income was only associated with students’ receptive vocabulary; and p arents’ highest level of education was positively associated with receptive
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