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The Impact Of Full Day Vs Half Day Preschool On Student Performance On The Njask 3
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Book Synopsis The Impact of Full-day Vs. Half-day Preschool on Student Performance on the NJASK-3 by : Shannon M. Whalen
Download or read book The Impact of Full-day Vs. Half-day Preschool on Student Performance on the NJASK-3 written by Shannon M. Whalen and published by . This book was released on 2008 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the literacy performance trends on the New Jersey Assessment of Skills and Knowledge (NJASK) of third grade students who had attended half day or full day preschool programs in New Jersey. This study also explored teacher perceptions of students' classroom literacy performance in third grade. The archival data revealed that students who attended a half day preschool program had higher NJASK-3 literacy scores than students who attended a full day preschool program. Further, teacher interview reports on these students' reading and writing comprehension abilities in third grade were obtained to examine whether students maintained the academic advantages found in kindergarten as they moved through school and were then assessed in third grade. The data indicated that half day preschool attendees were perceived as performing at or above grade level in third grade classroom literacy activities more often than full day preschool attendees. It was also discovered that teachers perceived these third grade students who attended a half day preschool as displaying higher interest in classroom reading and writing activities than students who attended a full day preschool program.
Book Synopsis Is More Better? by : Kenneth B. Robin
Download or read book Is More Better? written by Kenneth B. Robin and published by . This book was released on 2007 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Head Start written by Angela C. Currey and published by . This book was released on 2008 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the emphasis on academic achievement and literacy development, preschool programs are finding new and different ways to prepare students for kindergarten. Numerous studies have identified the importance of preschool and its lasting effect on literacy and language development. This study used Head Start preschool classrooms to see if differences existed in the language and literacy skill development between preschoolers attending extended day programs and those attending half day programs. Seventy-one preschoolers from the extended day classrooms and 34 students from the half day classrooms were utilized in the study. T-tests for dependent means were conducted to determine the differences between the half day and extended day classrooms upon entry to the program. The results indicated students in the extended day program scored significantly higher in the area of language than students in the half day program. Factorial Analyses of Variance (ANOVA) were conducted to determine the effect of length of preschool day on literacy and language development as measured by the Learning Accomplishment Profile -- 3rd Edition (LAP-3). The study focused on the areas of pre-writing and language scores from the LAP-3 as these are the components that make up the early literacy development score. Students in the half day program made significantly more gains in the area of language than students in the extended day program. Hispanic students and males made significantly more gains in the areas of language and pre-writing development. All students in half day and extended day Head Start classrooms made gains in the areas of pre-writing and language development, emphasizing the importance of early childhood education in emergent literacy.
Book Synopsis The Effects of Full-day and Half-day Kindergarten on Student Achievement by : Linda G. Stubits
Download or read book The Effects of Full-day and Half-day Kindergarten on Student Achievement written by Linda G. Stubits and published by . This book was released on 2005 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Watching the Clock by : Kelly Jacobson
Download or read book Watching the Clock written by Kelly Jacobson and published by . This book was released on 2006 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The quality of the kindergarten experience is fundamental to the ultimate impact on young children and their success in school and in life" (Kaurez, 2005,p.3). The quality ofthis experience can be greatly impacted by the amount of time the student spends in the classroom. This study focused on the use of instructional minutes in full-day and half-day kindergarten programs. Observations were conducted in both types of programs, daily schedules were collected, and surveys were distributed to teachers who taught both types of kindergarten to find out what experienced teachers found to be benefits and challenges about teaching each program. Several kindergarten teachers were interviewed as well. The findings from this study suggest that full-day programs have more time to go in depth in subject areas and have more time for individual instruction. Full-day also includes more instruction in art, music and physical education than its counterpart. However, depending on the child's maturity level, and pre-kindergarten experience a full day of kindergarten may be too long for children.
Book Synopsis The Effects of Full-Day Kindergarten Compared to the Effects of Half-Day Kindergarten on Student Achievement by : Steven D. Livingston
Download or read book The Effects of Full-Day Kindergarten Compared to the Effects of Half-Day Kindergarten on Student Achievement written by Steven D. Livingston and published by . This book was released on 2007 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis 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 by : Shannon Reedy
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 Synopsis The Effects of Full-day and Half-day Kindergarten on Academic Achievement by : A Drennon (Craig)
Download or read book The Effects of Full-day and Half-day Kindergarten on Academic Achievement written by A Drennon (Craig) and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Full Day Alternate Day and Half Day Every Day Kindergarten in Iowa Focusing on Instructional Time, Congruence Between Goals and Outcomes and Principal, Teacher and Pupil Attitudes by : Judith Marshall Finkelstein
Download or read book A Comparison of Full Day Alternate Day and Half Day Every Day Kindergarten in Iowa Focusing on Instructional Time, Congruence Between Goals and Outcomes and Principal, Teacher and Pupil Attitudes written by Judith Marshall Finkelstein and published by . This book was released on 1983 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Half-day Kindergarten Versus Full-day Kindergarten on Third Grade TAAS Scores by : Amanda Mae Truss
Download or read book The Effects of Half-day Kindergarten Versus Full-day Kindergarten on Third Grade TAAS Scores written by Amanda Mae Truss and published by . This book was released on 2001 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine whether half-day or full-day kindergarten was more academically beneficial as determined by students' third grade TAAS scores. One hundred fifty-four students from full-day kindergarten and 282 students from half-day kindergarten were selected from seven schools in Tarleton State University service area. The independent variable was the type of kindergarten program in which the students participated. The dependent variable was the students' reading and math TAAS scores. The results indicated that there was no significant difference between reading TAAS scores of students from full-day and half-day kindergarten programs. However, students in full-day kindergarten scored significantly higher on the math TAAS test than students in half-day kindergarten.
Book Synopsis All-day Prekindergarten by : Theodore Clevenger (IV)
Download or read book All-day Prekindergarten written by Theodore Clevenger (IV) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative causal-comparative research study was to compare the impact that half-day and full-day prekindergarten had on economically disadvantaged students on Grade 3 State of Texas Assessments of Academic Readiness (STAAR) Reading test results. Data from students who previously attended a half-day and full-day prekindergarten program were analyzed to see which program had a greater impact on STAAR reading scores at the conclusion of third grade. The comparison included two urban school districts with an economically disadvantaged threshold of 70% or greater. Descriptive statistics to obtain frequencies were used to create data that showed how students performed in the areas of Did Not Pass, Approaches, Meets, and Masters. The resulting data from Research Question 1 showed there was no statistical mean difference on Grade 3 STAAR Reading test results for economically disadvantaged students who previously attended a half-day or full-day prekindergarten program in the areas of Did Not Pass and Approaches. The resulting data from Research Question 2 showed that there was a statistical mean difference on Grade 3 STAAR Reading test results for economically disadvantaged students who previously attended a half-day or full-day prekindergarten program in the areas of Meets and Masters. The data analysis results were reported and discussed. The findings were summarized, conclusions were given, and recommendations for future research were made. Keywords: half-day prekindergarten, full-day prekindergarten, economically disadvantaged, Grade 3 STAAR Reading test, reading achievement, independent samples t test, chi square test
Book Synopsis The Effects of Full Day Versus Half Day Kindergarten by : Jonathan A. Plucker
Download or read book The Effects of Full Day Versus Half Day Kindergarten written by Jonathan A. Plucker and published by . This book was released on 2004 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3) How is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. [This report was prepared by the Center for Evaluation and Education Policy, Indiana University (formerly the Indiana Education Policy Center) for the Indiana Association of Public School Superintendents.].
Book Synopsis Experimental and Quasi-experimental Evidence on the Impact of Full-day Kindergarten by : Chloe Rae Gibbs
Download or read book Experimental and Quasi-experimental Evidence on the Impact of Full-day Kindergarten written by Chloe Rae Gibbs and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly all school-age children in the United States attend kindergarten, but only 60 percent of kindergarten students are in full-day classrooms. As policymakers increasingly focus on the early childhood years as a critical period for establishing school readiness and remediating achievement gaps, one promising avenue for intervention in early childhood is through greater availability of full-day kindergarten. This dissertation relies on data from naturally-occurring experiments and quasi-experiments resulting from a policy change in Indiana that greatly expanded resources available for the provision of full-day kindergarten. While state grant funding increased availability of and access to full-day kindergarten across the state, the per-pupil funding allocation did not fully fund full-day provision for all and many school districts were unable to provide full-day kindergarten to all interested families and children. Because some school districts elected to employ student assignment procedures based on lotteries and fixed cutpoints on pre-kindergarten assessments, I am able to test the causal impact of full- versus half-day assignment on students' literacy skills at the end of the kindergarten year.
Book Synopsis The Effects of Full-day Kindergarten on the Long-term Academic Achievement of Students by : Laura Fong
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 Synopsis The Long-term Academic Performance of at Risk Students by : Barbara Gass Bowman
Download or read book The Long-term Academic Performance of at Risk Students written by Barbara Gass Bowman and published by . This book was released on 1992 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Does a Day Make a Difference? by : Candace L. Mcintosh
Download or read book Does a Day Make a Difference? written by Candace L. Mcintosh and published by . This book was released on 2006 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Book Synopsis Effects of Kindergarten Scheduling by : Patrick M. Bickers
Download or read book Effects of Kindergarten Scheduling written by Patrick M. Bickers and published by . This book was released on 1989 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
