Date of Conferral

7-18-2024

Date of Award

July 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy White

Abstract

There is little evidence about whether enrollment in one of the two most used quality rating systems for preschool programs in New Jersey leads to a significant difference in student outcomes. The purpose of this quantitative study was to examine whether meaningful differences exist in the kindergarten readiness scores of preschool children at centers using different quality improvement systems. The theoretical framework, Bronfenbrenner’s ecological systems model, posits that human development is influenced by many varying social systems working together. The research question examined if there were significant differences in scores from the beginning to the end of the year on the Teaching Strategies GOLD assessment for preschoolers in schools that are Grow NJ Kids rated or National Association for the Education of Young Children (NAEYC) accredited (N = 48). Data were collected from two smaller preschool programs from similar socioeconomic areas in the state of New Jersey—one was NAEYC accredited (n = 14) and one was Grow NJ Kids rated (n = 6)—and two larger preschool programs from similar socioeconomic areas in the state of New Jersey—one was NAEYC accredited (n = 18) and one was Grow NJ Kids rated (n = 10). ANCOVA was used to control for preexisting score differences and if there was a significant difference in the group outcomes. The results were not significant. Differences in the subscores of students in the two groups should be further investigated. The findings of this study may prompt positive social change if scholars focus on defining and measuring success for preschoolers to provide them with the quality preschool education that research shows is a direct correlate to school success.

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