Author : Peter J. Hughes
Publisher :
ISBN 13 :
Total Pages : 113 pages
Book Rating : 4.:/5 (1 download)
Book Synopsis Evaluating the Impact of the K-Excel Program in Mount Olive Public Schools by : Peter J. Hughes
Download or read book Evaluating the Impact of the K-Excel Program in Mount Olive Public Schools written by Peter J. Hughes and published by . This book was released on 2017 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most people believe that Kindergarten is beneficial to children, some studies have shown that the academic benefits of a full-day program verses a half-day program fade away by the third grade year, calling into question its long-term value (Kay & Pennucci, 2014; Votruba- Drzal, Maldonado-Carreno & LiGrining, 2008; Cannon, Jacknowitz, and Painter, 2006; Cooper et al., 2010; Wolgemuth et al., 2012). Many of the studies are disproportionately focused on urban areas, offering few studies of suburban impact from full-day programs. Despite this limited research, there has been an increase in the number of suburban districts adopting full-day kindergarten programs with approximately 85% of New Jersey districts now providing full-day kindergarten for all students (NJDOE, 2015). This is done at a significant cost to school budgets that are currently under spending caps. This two-year study examines the impact that full-day kindergarten has when compared to a half-day program in the suburban district of Mount Olive, New Jersey. The K-Excel Program was designed to help bring grade level equivalency rates up by combining half-day kindergarten with additional time in literacy and language arts instruction, effectively giving some students a full-day program. The study employs a mixed methods approach with both a pre-test/post-test design measuring the age and grade level equivalencies of the children and interview data from five first grade teachers and twelve first grade parents. Propensity score matching was used to reduce selection bias and improve the balance between comparison groups. The academic gains noted from a full-day kindergarten model were relatively small (.48 effect size) and were not found to be significant for those students that were on scholarship due to low initial scores. However, the interviews offered some insight into the fade out effect as well as support for the many ancillary academic, social, and emotional benefits that full-day kindergarten had for certain families. Specifically, ELL students, children of working parents with demanding jobs, and children suspected of having learning difficulties were reported to benefit most from the full-day program. There was also evidence that parents preferred the choice of either full-day or half-day programs. These findings led to program improvement recommendations for Mount Olive Public Schools as a part of this program evaluation.
