Comparison of the Effects of Participation in Early Childhood Education on Readiness Outcomes, Pre- and Post-COVID-19 in a South Texas District

Author

• Maria J. Valadez Gonzales, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Velma Menchaca

Second Advisor

Marie Simonsson

Third Advisor

Alejandro Garcia

Abstract

This study will investigate and gather quantitative data noting if a learning gap exists when evaluating reading data of students participating in a high-quality learning program in 2020 due to the pandemic. RQ1: What gaps are evidenced by progress monitoring TPRI/TJL data from 2019 Beginning of Year (BOY) Kinder pre-pandemic when compared to 2020 post-pandemic BOY data in First grade for educationally disadvantaged students in a South Texas school district? RQ2: Do students who attend these ECE high quality prekinder programs show differing levels of academic achievement utilizing progress monitoring assessments in reading for Kinder – First grades (Wyse et al., 2020)? Assessment helps professionals in presenting the progress of students, accomplishments, discovering new learning trends or in this case the impact of a pandemic, and identification of learning gaps. The data collection will focus on quantitative correlational type data. To analyze these data a Two-way ANOVA focusing on BOY reading TPRI/TJL scores for Kinder – First grades as the dependent variable of interest will be performed. Sites will include thirty-four elementary schools.

This study will investigate the impact that quality early childhood education (ECE) has on performance even within 2 years compared to those students who did not participate in ECE programs. These programs are supported by Piaget’s theoretical framework and constructivist pedagogy. Another key contribution that this study will make to the field is that it happens within the COVID-19 pandemic. It will compare pre-pandemic performance and the effects on post-pandemic performance. How are the quality indicators maintained within these remarkable circumstances which forced teachers to provide instruction in remote learning environments for our youngest learners and what are the lasting effects?

Comments

Copyright 2026 Maria J. Valadez Gonzales. All Rights Reserved. https://proquest.com/docview/3371136073

Recommended Citation

Gonzales, M. (2026). Comparison of the Effects of Participation in Early Childhood Education on Readiness Outcomes, Pre- and Post-COVID-19 in a South Texas District [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1867