Full-Day Kindergarten Effectiveness: Preserve the Investment

Autor/inn/en	Raskin, Candace F.; Haar, Jean M.; Zierdt, Ginger
Titel	Full-Day Kindergarten Effectiveness: Preserve the Investment
Quelle	In: AASA Journal of Scholarship & Practice, 8 (2011) 1, S.3-12 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Achievement Gap; Economically Disadvantaged; Academic Achievement; School Schedules; Kindergarten; Primary Education; Achievement Gains; Program Effectiveness; Time Perspective; Alignment (Education); Articulation (Education); School Districts; Case Studies + Suchen Sie Ihr Suchwort? Schulleistung; Schulzeiteinteilung; Primarbereich; Achievement gain; Leistungssteigerung; Zeitbezug; Articulation; Artikulation (Ling); Artikulation; Aussprache; School district; Schulbezirk; Case study; Fallstudie; Case Study
Abstract	Studies illustrate that achievement gaps between poor and non-poor children already exist at kindergarten (Lee & Burkham, 2002). The larger the gap at the time children enter school, the harder it is to close the gap. This article reviews a case study of one Midwest school district and their attempt at reducing the achievement gap through the implementation of a full-day kindergarten program. The article reports on the significant student achievement gains of students who completed full-day kindergarten and the dissipation of the achievement gains by grade two. To avoid the lapse in student achievement gains the authors provide recommendations that encourage districts to create seamless and aligned PK-3 education systems. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10