Great Start Readiness Program - Evaluation

This is a competitive grant awarded by the State Board of Education to the HighScope Educational Research Foundation beginning in 1994.  

Summary of Great Start Readiness Program Evaluation Findings 1995-2011

  • Kindergarten teachers consistently rated GSRP graduates as more advanced in imagination and creativity, demonstrating initiative, retaining learning, completing assignments (Florian, et al., 1997).

  • Second grade teachers rated GSRP graduates higher on being ready to learn, able to retain learning, maintaining good attendance and having an interest in school (Xiang & Schweinhart, 2002).

  • A higher percentage of 4th grade GSRP graduates passed the MEAP compared to non GSRP students (Xiang & Schweinhart, 2002).

  • GSRP boys took more 7th grade math courses than non-GSRP boys (Malofeeva et al., 2007).

  • GSRP children of color took more 8th grade math courses  (Malofeeva et al., 2007).

  • Significantly fewer GSRP participants were retained in grade than non-GSRP students between 2nd and 12th grades (36.5% versus 49.2% in 12th grade) (HighScope, 2011).

  • Significantly fewer GSRP children of color were retained for two or more grades than their non-GSRP counterparts by the 12th grade (14.3% versus 28.1% in 12th grade) (HighScope, 2011).

  • More GSRP students graduated on time from high school than non-GSRP participants (58.3% versus 43.0%) (HighScope, 2011).

  • More GSRP children of color graduated on time from high school than non-GSRP participants (59.7% vs. 36.5%) (HighScope, 2011). 

The findings provide evidence of both the short- and long-term impact of GSRP attendance on student outcomes.

*The data used for these analyses were collected from a cohort of 595 children (338 GSRP graduates and 257 non-GSRP graduates) from six districts who were followed from kindergarten through 12th grade.