The Effect of Extended-day Kindergarten on Academic Achievement of At-risk Students PDF Download
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Author: Teresa Anne Baldus
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 274
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Author: Teresa Anne Baldus
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 274
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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: Robert E. Slavin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Author: Jennifer Christine Motzer
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 128
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The purpose of this study was to examine educators' perceptions of a full-day kindergarten program for at-risk students in order to reveal educators' attitudes and beliefs regarding the rationale, vision, value, effectiveness, and participants of the program. Data were collected through a researcher-created survey from 36 members of the faculty and nine administrators who had experience with or administratively supported children in either the school district's traditional, half-day kindergarten classrooms or the district's full-day classes for at-risk students. Program architects, who included two kindergarten teachers and two building principals, were interviewed to determine the degree to which continuity of the original rationale and vision has been maintained. The findings of the study indicated that teachers and administrators were in general agreement regarding the purpose of full-day kindergarten within the district and perceived that students made academic, behavioral, and social gains during their enrollment in the program. During subsequent school years, teachers perceived that the students who had participated in full-day kindergarten required additional monitoring and support services. Student assessment data does not entirely corroborate teacher beliefs in this area. Expectations surrounding students' continued academic success in subsequent school years are not universal. Discrepancies surrounding eligibility criteria for the program and the inclusion of English Language Learners and special education students exist.
Author: David Leonard Fields
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The trend to expand the traditional half-day kindergarten program into full-day programs has been the focus of debate and controversy. This controversy has focused on the following: (1) What is an appropriate length of a program day for the kindergarten child? (2) What are the academic and psychosocial effects of a full-day kindergarten program on five-year-old children? The primary purpose of this study was to measure the effects of a full-day everyday pilot kindergarten program on the academic achievement and self-esteem of five-year-old kindergarten children. Data were obtained from a sample of 106 kindergarten children, who were identified through a locally developed kindergarten screening assessment, and randomly selected by the principal at each project site. The experimental group consisted of 57 children from 3 full-day everyday classes. The comparison group was comprised of 49 children who attended 3 traditional half-day everyday classes. Information was gathered from classroom schedules, teacher daily lesson plans, classroom observations, standardized tests, student attendance records and parent questionnaires. Conclusion. The significantly higher achievement gain on the Pre-Reading Composite, as measured by the Metropolitan Readiness Tests (Nurss & McGauvran, 1986) suggest that full-day kindergarten yields more than half-day kindergarten yields in improving student academic achievement. Although the findings showed no significant differences between the full-day and half-day kindergarten groups in the areas of General Competence or Social Acceptance, the half-day students showed virtually no progress from pretest to posttest, whereas full-day students showed a pattern of pretest to posttest gain. The higher mean gain score for full-day students represented a stronger trend in the proper direction, suggesting a probable positive effect of full-day kindergarten on self-concept.
Author: Nancy Lea Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Author: Sherian M. Diller
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 108
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The purpose of this study was to investigate the academic benefits in literacy of extended-day kindergarten for at-risk students who were enrolled in an extended-day program during the school years of 2000-2005. One hundred and fifty students attended a half-day session of kindergarten and the other half of the school day was spent in a kindergarten session with 14 or fewer students, who were identified as at-risk in their literacy development. The findings of the study indicated that 65% of the students who were identified as at-risk in their literacy development and attended an extended-day kindergarten program met grade level literacy expectations. In addition, there was noted sustained progress of the number of at-risk extended-day kindergarten students who achieved grade level status as they progressed through the grades in subsequent school years. Another finding suggested that the longer the extended-day program was in existence, the higher the percentage of students who exited kindergarten having met grade level expectations. Finally, 5% of the identified students qualified for learning support special education services and during the 2004-05 school year, 44% of the identified students were enrolled in Title I remedial reading/writing services. Perceptions of both teachers and parents regarding students' literacy growth were also examined. Teachers' perceptions of students' progress in literacy varied however most were positive. The percentage of students who were rated as proficient/advanced ranged from a low of 34.8% in fluency to a high of 62.5% in phonemic awareness. The results of the research suggested that parents overwhelmingly support an extended-day kindergarten program.
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: Laurie-Sue Retts
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 182
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Author: A Drennon (Craig)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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