Does the Effect of Kindergarten School Day Length on Academic Achievement Among Student Groups Endure Through Third Grade? HLM Analysis of K--3 Growth Rates Among Racial and Socioeconomic Student Groups PDF Download
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Author: Shannon Reedy
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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?Pub Inc This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten students. Described are the schools that offer these programs and the students who attend them. The report further describes many characteristics of public school full-day and half-day kindergarten classes, including specific differences between the program types and achievement levels for underprivileged students and schools. It concludes with an examination of the cognitive gains public school children make in full-day and half-day classes during the kindergarten year, and how much these gains sustain through third grade.
Author: Shannon Reedy
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
?Pub Inc This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten students. Described are the schools that offer these programs and the students who attend them. The report further describes many characteristics of public school full-day and half-day kindergarten classes, including specific differences between the program types and achievement levels for underprivileged students and schools. It concludes with an examination of the cognitive gains public school children make in full-day and half-day classes during the kindergarten year, and how much these gains sustain through third grade.
Author: Vincent Schiavone
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 164
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The purpose of this quantitative study was to examine the influence of social-emotional competence (SEC) and various other student- and school-level variables on the academic achievement of kindergarteners. Data were collected on a nationally representative cohort of kindergarteners as part of the United States Department of Education's Early Childhood Longitudinal Study (ECLS-K: 2011) beginning in fall 2010 (n = 18,174). As part of the ECLS-K: 2011, students were assessed via a wide range of sources of information about the children's development, early learning, and school progress. The obtained data were analyzed via Hierarchical Linear Modeling to investigate the influence of student- and teacher-level factors on student achievement.The study found the following: 1) that there was a significant amount of variability in children's mathematics and reading achievement in spring of kindergarten that is explained by school-level variables, as opposed to student-level variables; 2) that children's membership in particular racial groups, gender categories, and socioeconomic statuses all resulted in significant within-school mathematics and reading achievement gaps in spring of kindergarten, controlling for various student background characteristics; 3) that various school-level variables significantly contributed to models predicting children's spring kindergarten mathematics and reading achievement; and 4) children's poverty interacted with their school membership to affect spring kindergarten mathematics and reading achievement.
Author: Laura Fong
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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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: Tina Patane Kruse
Publisher:
ISBN:
Category :
Languages : en
Pages : 284
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Author: Nicholas Zill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
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Book Description
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 2
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Author: Detroit Public Schools
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 76
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Author: Fina F. Gayden-Hence
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 192
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The purpose of the study was to determine whether differences exist in performance on high-stakes accountability tests in third grade and high school among seniors who attended preschool and those who did not attend preschool. Test performance was measured using 2006-2007 third grade Mississippi Curriculum Test (MCT) reading and math scaled scores, English II and Algebra I Subject Area Testing Program-2 (SATP2) scores, and ACT composite scores. The study further analyzed the difference among groups based on retention rates, gender, and socioeconomic status. The study also examined the beliefs of parents of preschool attendees about the impact of preschool on their children's preparation for formal school success using a parent questionnaire. A total of 185 parent questionnaires were accompanied by signed parental consents and could be included in the study. Frequencies and percentages were provided for each of the independent variables. Analysis of the data found no statistically significant differences among students' academic performance with regards to preschool type. However, statistically different results were found when considering a student's Algebra I SATP2 scores with regard to retention history. In addition, statistically significant differences were detected on ACT scores when considering socioeconomic status and public school preschool. The study found no differences in reports of parental beliefs about the impact of preschool on reading and math readiness. The study further revealed that parents' beliefs about the impact of preschool on reading and math achievement were moderately positively correlated to subsequent performances MCT reading/English I SATP2 and MCT math/Algebra I SATP2 tests. Most parents agree that their child attending preschool was very effective in preparing them for success in kindergarten through twelfth grades and even future employment. However, this study revealed that as children got older parents reported less involvement with homework assistance, and volunteering at their child's school. Parents were neutral or in agreement up through grade five, after which many disagreed to volunteering at their child's school, receiving helpful information from school, and helping with homework. --Page ii.
Author: George Shannon Truman
Publisher:
ISBN:
Category : Head Start programs
Languages : en
Pages : 364
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Book Description
ABSTRACT: This study examined the influence of attending Head Start or Title I prekindergarten on student academic progress in reading and math as well as acquisition of appropriate work habits and conduct. The study tracked the rate of academic progress on two separate groups of Head Start attendees and two separate groups of Title I prekindergarten students as they progressed from kindergarten through grade three. In kindergarten through second grade, report card scores in reading, math, work habits, and conduct of students receiving an academic pre-kindergarten experience were compared to those of students with no academic pre-kindergarten experience. All children studied were from families with similar socioeconomic status. In third grade, the pre-test and post-test scores on the North Carolina End-of-Grade Test administered in reading and math in grade three were compared. A Hierarchical Linear Model measured the initial status and growth rate within and between students and a repeated measures analysis of variance was used to analyze the End-of-Grade Test data. The students having a Head Start or Title I prekindergarten experience demonstrated significant, modest gains over no pre-kindergarten experience children in acquisition of reading and math skills in kindergarten and first grade. There were no significant differences in reading and math performance among all four groups in second and third grades. Furthermore, there were no significant differences in the child's acquisition of work habits or appropriate conduct skills at any grade level.
