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Book Preventing Early School Failure

Download or read book Preventing Early School Failure written by Robert E. Slavin and published by . This book was released on 1994 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of Full day Kindergarten on the Long term Academic Achievement of Students

Download or read book The Effects of Full day Kindergarten on the Long term Academic Achievement of Students written by Laura Fong and published by . This book was released on 2013 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book Student Success After Participation in At risk Full day Kindergarten Programs

Download or read book Student Success After Participation in At risk Full day Kindergarten Programs written by Jennifer Christine Motzer and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book The Effects of Full day Everyday Kindergarten on Academic Achievement and Self esteem

Download or read book The Effects of Full day Everyday Kindergarten on Academic Achievement and Self esteem written by David Leonard Fields and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book Extended day Kindergarten for Students who are At risk in Their Literacy Development

Download or read book Extended day Kindergarten for Students who are At risk in Their Literacy Development written by Sherian M. Diller and published by . This book was released on 2006 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book Does the Effect of Kindergarten School Day Length on Academic Achievement Among Student Groups Endure Through Third Grade HLM Analysis of K 3 Growth Rates Among Racial and Socioeconomic Student Groups

Download or read book Does the Effect of Kindergarten School Day Length on Academic Achievement Among Student Groups Endure Through Third Grade HLM Analysis of K 3 Growth Rates Among Racial and Socioeconomic Student Groups written by Shannon Reedy and published by . This book was released on 2008 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?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.

Book Resources in Education

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Full day and Half day Kindergarten in the United States

Download or read book Full day and Half day Kindergarten in the United States written by Jill Walston and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of Full Day Kindergarten on the Academic Achievement of English Language Learners

Download or read book The Effects of Full Day Kindergarten on the Academic Achievement of English Language Learners written by Christine Garcia Griley and published by . This book was released on 2011 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools implement full-day kindergarten (FDK) in place of half-day kindergarten(HDK) for the purpose of improving the academic achievement of English languagelearners (ELLs). The purpose of this study was to compare the academic achievementof ELLs who attended HDK with ELLs who attended FDK. This study investigatedat one school site that intentionally put FDK into practice in order to increase thereading achievement and oral language development of ELLs. Quasi-experimentalresearch and quantitative data were used to compare assessment data from eachgroup. Two sample groups were used, and baseline assessments determined that thegroups were similar and appropriate for comparison. Data were submitted to aPearson correlational analysis, ANOVAs, and ANCOVAs to thoroughly comparegroups. No significant differences were found in reading achievement or languageacquisition between FDK and HDK. Alternatives indicate that beginning levelEnglish proficiency students may be able to catch-up to peers with more languageproficiency as a result of time in FDK. Other adventitious findings reveal that whiledifferences between full day and half day are statistically insignificant, overall morestudents in FDK met end of year benchmarks. Suggestions include prior toimplementing FDK a complete cost-benefit analysis should be conducted and realisticexpectations regarding academic outcomes should be considered.