Date of Award

Spring 2026

Language

English

Embargo Period

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

First Advisor

Benjamin Solomon

Committee Members

Kimberly Colvin, David Miller

Keywords

Program Evaluation, Preschool Special Education, Academic Outcomes, Renaissance Star, Educational Transitions

Subject Categories

Disability and Equity in Education | Early Childhood Education | Elementary Education | Elementary Education and Teaching | Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

Youth with disabilities benefit from coordinated supports and services, particularly during early childhood when they are developing foundational abilities that will influence their developmental trajectory (Early Childhood Technical Assistance Center, 2015; Sandall et al., 2005). Preschool-aged students who enter kindergarten with adequately developed pre-academic skills are more likely demonstrate high performance levels in academic domains throughout compulsory education compared to peers with low pre-academic skills (Christensen et al., 2020; Fitzpatrick, 2017; Hair et al., 2006; Tavassolie et al., 2022). However, despite the knowledge that both preschool programs and high-quality and effective early intervention benefit children across their lifetime, limited research that has examined early academic outcomes for students who received preschool special education services, particularly at local or district level (Tejero Hughes & Valle-Riestra, 2012). The current study examined the characteristics and early academic performance of a cohort of elementary school students at a suburban public school in New York State who received special education services under the classification of Preschool Student with a Disability. An archival dataset was analyzed, and findings were discussed in the context of the Context, Input, Process, and Product Model for program evaluation (Stufflebeam, 1971, 2003; Frye & Hemmer, 2012). The results demonstrated variability in performance on measures of early literacy, reading, and math among students who received preschool education services, with significant differences found based on preschool service intensity, school-aged eligibility status, and socioeconomic status. Implications of these findings and district-specific recommendations are discussed.

License

This work is licensed under the University at Albany Standard Author Agreement.

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