Examining the Implementation and Impact of Full-Day Kindergarten in Oregon. Study Snapshot. REL 2002-121

Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Northwest (ED/IES); Education Northwest
Titel	Examining the Implementation and Impact of Full-Day Kindergarten in Oregon. Study Snapshot. REL 2002-121
Quelle	(2021), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; School Schedules; Outcomes of Education; Grade 3; School Districts; Elementary School Students; Longitudinal Studies; Attendance; Decision Making; State Policy; Educational Change; Educational Finance; Comparative Analysis; Mathematics Tests; Reading Tests; Achievement Tests; Scores; Enrollment; Standardized Tests; Achievement Gains; Language Proficiency; Language Tests; English Language Learners; Teacher Attitudes; Institutional Characteristics; Incentives; Oregon + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Lernleistung; Schulerfolg; School year 03; 3. Schuljahr; Schuljahr 03; School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Anwesenheit; Decision-making; Entscheidungsfindung; Bildungsreform; Bildungsfonds; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Einschulung; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Lehrerverhalten; Anreiz
Abstract	This Study Snapshot highlights key findings from a study that examines full-day kindergarten (FDK) implementation in Oregon. The evidence base on FDK is generally positive for short-term effects and unclear for longer-term effects, with some prior research associating FDK with gains in student outcomes such as grade 3 math and reading standardized assessment scores. In 2015/16, Oregon shifted its policy on kindergarten enrollment, creating financial incentives for districts to offer FDK. By 2017/18 nearly all Oregon kindergarten students were enrolled in FDK. State policymakers, district leaders, and other stakeholders need additional information on FDK to support decisionmaking and to understand FDK practices in Oregon. This study also estimates the impact of attending FDK compared to half-day kindergarten (HDK) on student outcomes in kindergarten through grade 3 in one school district in Oregon before the 2015/16 policy shift. Lastly, the study explores activities and practices used in FDK programs in 2017/18, after the policy shift. [For the full report, see ED616500.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01