Articles tagged with kindergarten

Half-day pre-k + half-day kindergarten = big reading gains by third grade

Full-day kindergarten and half-day preschool both lead to significant academic gains — the research consistently bears this out. Put together, these programs offer students the best chance to achieve at high levels.

But what if your district can’t afford that combination yet still wants to provide a rich learning experience for young children? Would it be better, in terms of later reading proficiency, if your students got a half day of preschool and only a half day of kindergarten, or full-day kindergarten alone?

In a report released today entitled “Starting Out Right: Pre-K and Kindergarten,” NSBA’s Center for Public Education looked at both options and concluded that the half-and-half approach — half day pre-k plus half-day kindergarten — is more effective in boosting reading scores at the third grade level, which is often described as the grade in which students are expected to have largely moved from “learning to read” to “reading to learn.”

The Center’s conclusion is more than academic: It has practical implications in these tough economic times, when school boards are faced with difficult choices about which program to cut, and which to maintain or expand. According to the National Institute for Early Education Research (NIEER), state funding for pre-k declined in 2010 for the first time in nearly a decade, leaving school districts to pay more of the cost. But the report suggests that cutting half-day preschool would be a mistake.

“Early education is vital,’ said Jim Hull, the Center’s senior policy analyst and author of the report. “With today’s release of the NAEP [National Assessment of Educational Progress] 2011 Nation’s Report Cards in Mathematics and Reading, this report gives us more information on how we can increase academic success in our schools by expanding access to high-quality pre-kindergarten programs.”

Here are some of the report’s key findings:

# Children who received a half-day of both pre-k and kindergarten were 3 percent more likely than those attending full-day kindergarten alone to comprehend words in sentence.

# These half-day pre-k, half-day kindergarten children were also 12 percent more likely than those in full-day kindergarten alone to be able to make “literal references” such as those expressed in the simile “Her eyes were as blue as the sky.”

# Children who received half-days of both pre-k and kindergarten were 18 percent more likely than those in full-day kindergarten alone to be able to extrapolate from their reading. That is, they were able to identify clues in a text and use those clues and their background knowledge to understand the contextual meaning of homonyms, such as whether a sentence containing the word “bear,” meant “to carry” or “an animal.”

In almost all cases, these results were more pronounced among African Americans, Hispanics, low-income students, and English language learners.


Lawrence Hardy|November 1st, 2011|Categories: Curriculum, Center for Public Education, Preschool Education, Urban Schools, Data Driven Decision Making, Student Achievement, Assessment, 21st Century Skills|Tags: , , , , |

All work, no play even in kindergarten

“Why don’t you stand by the window and tell us when your teacher comes?” I tell my 5-year-old, who’s bouncing so close behind me I fear one of us is going to trip.

My ploy works. She climbs on a big dining room chair she has moved to the window, opens the shutters, and waits for the car. My wife and I have told her that her new kindergarten teacher is coming to meet her. But, judging from the excited look on her face, what she heard was: “My new teacher is coming to play with me!”

And that’s pretty much how it went. My daughter nearly knocked over the young woman when she came through the door. And when her teacher tossed some puzzles on the rug, she pounced on them like a little cheetah.  (She is partial to cats, after all.)

I’m telling you about this little rite-of-passage to contrast it with a disturbing story I read yesterday in the Boston Globe titled “Pressure-cooker Kindergarten.”

My daughter is so ready for kindergarten. She’s so ready to go there and play, and learn — and learn by playing. But unfortunately, according to a new report by the nonprofit advocacy group, Alliance for Childhood , millions of American kindergarteners won’t have that opportunity: Play has been all but eliminated from their classrooms.

Naomi Dillon|September 1st, 2009|Categories: Governance, Educational Research, American School Board Journal|Tags: , |
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