Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
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Book Description
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: Jill Walston
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 164
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Author: Steven E. Kimball
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 121
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The purpose of this study was to determine if significant differences existed between the students who were enrolled in full-day kindergarten programs and those enrolled in half-day programs in literacy outcomes. The specific literacy skills examined were alphabet recognition, letter/sound relationship, phonemic awareness, and Reading Running Records.
Author: Jeffrey Alan Saunders
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 82
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Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Author: Alisha Catherine Bazzano
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 47
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This study examines half and fullday kindergarten programs and their effectiveness in regard to a child's academic progress. Some literature finds a positive relationship between the success of a child and the minutes spent in the classroom. However, other literature debates as to how long the progress is sustained. The purpose of this study is to compare the scores of kindergarten students in both halfday and fullday programs and analyze the data to determine if one program is more successful than the other. Three assessments in language arts were given to each student, assessing uppercase, lowercase, and letter sounds. The kindergarten scores from both classes, full-day and halfday, were compared to observe if student achievement was effected by spending more academic minutes in the classroom. The data did not reveal an overall statistical significance. However, out of the four ANCOVA tests that were completed, one did show statistical significance when the scores were disaggregated by the individual students' scores. The lowercase letter assessment did discover a statistical difference. But based on the three other tests, more academic minutes in the classroom doesn't always mean more academic success for students.
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: Deborah C. Gaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 72
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Author: Jill Hislop
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 144
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Author: Hilda M. Hewitt
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 62
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