A Comparison of Academic Achievement of Full-day and Half-day Kindergarten at Lewis Elementary School PDF Download
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Author: Jill Hislop
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 144
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Author: Jill Hislop
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 144
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Author: Jeffrey Alan Saunders
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 82
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Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
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The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Author: Christine Garcia Griley
Publisher:
ISBN:
Category :
Languages : en
Pages : 88
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Schools implement full-day kindergarten (FDK) in place of half-day kindergarten(HDK) for the purpose of improving the academic achievement of English languagelearners (ELLs). The purpose of this study was to compare the academic achievementof ELLs who attended HDK with ELLs who attended FDK. This study investigatedat one school site that intentionally put FDK into practice in order to increase thereading achievement and oral language development of ELLs. Quasi-experimentalresearch and quantitative data were used to compare assessment data from eachgroup. Two sample groups were used, and baseline assessments determined that thegroups were similar and appropriate for comparison. Data were submitted to aPearson correlational analysis, ANOVAs, and ANCOVAs to thoroughly comparegroups. No significant differences were found in reading achievement or languageacquisition between FDK and HDK. Alternatives indicate that beginning levelEnglish proficiency students may be able to catch-up to peers with more languageproficiency as a result of time in FDK. Other adventitious findings reveal that whiledifferences between full day and half day are statistically insignificant, overall morestudents in FDK met end of year benchmarks. Suggestions include prior toimplementing FDK a complete cost-benefit analysis should be conducted and realisticexpectations regarding academic outcomes should be considered.
Author: Bonita M. Gurno
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 98
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Author: Melanie Joy Suther Trexler
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 70
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A total of sixteen kindergarten students from Madison County, Kentucky, and Gallipolis, Ohio were evaluated to investigate the relationship between academic achievement and self-concept of students who attended half-day/everyday kindergarten and those who attended all-day/alternate day kindergarten. No significant differences were found between the two groups of students for academic achievement or self-concept.
Author: Patricia G. Stoots
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
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Book Description
Author: Laura Fong
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
As the quality of kindergarten instructional programs and their relation to student academic achievement come under scrutiny from policy makers and educators, greater demands are placed on students to enter school prepared to learn. Some programs operate on the traditional half-day model in which students attend school during either a morning or an afternoon time frame which includes classroom instruction, lunch, and recess time. Other schools have adopted a full-day kindergarten model in which students attend school the same amount of minutes per day as the other elementary grade levels. The purpose of this study was to determine if the amount of minutes of instruction per day in kindergarten programs affects the long-term academic achievement of students in English language arts and mathematics as measured by the California Standards Test (CST). Archival data of student CST scores were retrieved for the 2012-2013 school year from a unified school district located in the Central Valley of California. Student scores were statistically analyzed by utilizing a t-test for independent means. The results of the statistical analysis indicated that there was no significant difference in English language arts or mathematics achievement between third grade students who had attended a half-day kindergarten program and third grade students who had attended a full-day kindergarten program.
Author: Jill Walston
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 164
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Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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