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| Autor/in | Robinson-Lewis, G. |
|---|---|
| Institution | Kansas City School District, MO. |
| Titel | Full Day Kindergarten Program: 1988-1989, 1989-1990, 1990-1991. Summative Evaluation. |
| Quelle | (1991), (31 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Administrator Attitudes; Comparative Analysis; Enrollment Trends; Full Day Half Day Schedules; Inservice Education; Kindergarten; Minority Group Children; Multicultural Education; Paraprofessional School Personnel; Parent Participation; Primary Education; Program Evaluation; Program Implementation; School Readiness; Summative Evaluation; Teacher Attitudes |
| Abstract | This summative evaluation of the district-wide Full Day Kindergarten Program presents a longitudinal view of the program's progress and outcomes from 1988 through 1991, including enrollment and achievement trends, the extent of program implementation, and the status of previous recommendations. Data were collected through site visits and interviews with teachers and program administrators. Surveys were given to teachers, principals, and instructional assistants, and district records were examined. While overall enrollment increased from 1990 to 1991, nonminority enrollment declined slightly. There was consistency among schools in the implementation of the proposed kindergarten daily schedule. This consistency applied to an emphasis on cognitive, social-emotional, and motor skills development. Teachers made significant progress towards the infusion of a multicultural awareness program into the basic curriculum, but had limited success in increasing parental participation in parent-teacher fairs. Most teachers did not regularly attend the in-service training that was offered. Teachers and administrators were satisfied with the implementation of the program, but it was concluded that a full-time paraprofessional was needed in each classroom. The kindergarten students consistently scored above the national norm on the reading, math, and language subtests. However, achievement patterns over time showed declines in scores from first through third grade. Two recommendations for improving program implementation concern teacher participation in staff development and the presence of full-time paraprofessionals in each classroom. Appended are 8 references and related materials. (GLR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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