Kindergarten Schedules: Status of Patterns in Illinois and a Review of Research.

Autor/in	Helmich, Edith
Institution	Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.
Titel	Kindergarten Schedules: Status of Patterns in Illinois and a Review of Research.
Quelle	(1985), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Comparative Analysis; Educational Change; Educational Trends; Enrollment; Kindergarten; Outcomes of Education; School Readiness; School Schedules; State Surveys; Illinois + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Bildungsentwicklung; Einschulung; Lernleistung; Schulerfolg; Readiness for school; School ability; Schulreife; Schulzeiteinteilung
Abstract	Increasing numbers of parents, educators, and legislators have questioned whether half-day kindergarten schedules are adequate to prepare children for the first grade, particularly since full-day kindergartens are being offered in some public and nonpublic schools. This report, one of several background papers for a comprehensive policy study of early childhood education, identifies and defines the different types of kindergarten schedules being used in Illinois school districts and reviews research which identifies the effects that different types of schedules have on student outcomes, especially those related to achievement or readiness measures. Specifically addressed in the report is a comparison between half-day, alternate day, and full-day kindergarten programs. In addition, the findings are summarized and discussed in terms of policy implications in Illinois. The report excludes issues of cost or facility. Half-day kindergartens predominate in Illinois; however, an examination of scheduling during recent years reveals an increase in participation in alternate day and full-day schedules. The 1984-85 data from the State Board of Education records show that 2,431 public schools operate a kindergarten program. Of these, approximately 87 are half-day, 5 are alternate day, and 8 are full-day programs. The summary reviews the advantages and disadvantages of each program with strong support being given to full-day schedules. Reasons for adoption of a full-day schedule are: to meet the needs of disadvantaged students or those not academically ready who can benefit from extra preparation for first grade, to provide an enrichment program for advanced or gifted children, and to reduce transportation costs. (DST)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC