The subject of this research is to study the impact of pre-school education on students over the grade with respect to “Grade Point Average” (GPA). Several types of research in the schools of US have recognised that pre-school education can develop the knowledge and progress of education among young children. As stated by Barnett (2008), children who attend the pre-school education have extensively wavering experiences compared to children who do not attend them. The ‘meta-analyses’ in the year 2004 in the US depicted that pre-school education has a significant long-lasting impact on reasoning abilities, knowledge development and social behaviour of students. A research on the schools of South Carolina in 1987 also revealed a positive impact of pre-school education and cognitive abilities of children. A study in New York held during 1982 represented that pre-school education preliminary has a positive influence on the general thinking, verbal impressions, and school-based knowledge and abilities of children. Additionally, it has also been found that there was less retention of grade among pre-school students (Barnett, 2008).
According to the study of Stipek, Feiler, Daniels, and Milburn in the year 1995, there are motivational variations among children who receive preschool education and those who had not received them (Marcon, 2002). Numerous literature journals have precisely mentioned the long-run consequence of pre-school education. According to the research of “Child Parent Center” (CPC) in the year 1960, the test score of pre-school children with those who had not joined pre-school varied from 0.35 to 0.77 in standard deviation. ...Show more