A Longitudinal Examination of the Academic Year and Summer Learning Rates of Full- and Half-Day Kindergartners

Autor/in	Zvoch, Keith
Titel	A Longitudinal Examination of the Academic Year and Summer Learning Rates of Full- and Half-Day Kindergartners
Quelle	In: Journal of Education for Students Placed at Risk, 14 (2009) 4, S.311-333 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Economically Disadvantaged; Outcomes of Education; Kindergarten; Literacy; Grade 1; Longitudinal Studies; Achievement Gains; Achievement Gap; Preschool Evaluation; Student Records; Data Interpretation; Program Length; Predictor Variables + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement gain; Leistungssteigerung; Schülerakte; Data evaluation; Datenauswertung; Prädiktor
Abstract	Literacy data collected over the course of 2 academic years were used to estimate the rate at which full- and half-day kindergartners acquired literacy skills during kindergarten, 1st grade, and the intervening summer. Application of piecewise growth models to the time series data obtained on a sample of students from a large Southwestern school district revealed that economically disadvantaged full-day kindergartners gained literacy skills at a relatively faster rate than their more economically advantaged half-day peers during the kindergarten year. The accelerated gain experienced by full-day kindergartners was sufficient to enable a reversal of the initial performance deficit observed upon entry to kindergarten. However, over the summer between kindergarten and 1st grade, a different pattern of development was observed. Full-day alumni experienced a literacy fallback, whereas their half-day peers maintained the literacy gains acquired during kindergarten, leading to a second performance reversal by the beginning of the 1st grade. The gap in performance (half-day advantage) then remained constant as the literacy growth of full- and half-day alumni was equivalent over the 1st-grade school year. Implications for evaluating the efficacy of school-based initiatives like full-day kindergarten and more generally the effectiveness of schools and schooling are discussed. (Contains 3 tables, 1 figure and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10