Full-Day Kindergarten Results in Significant Achievement Gains

Autor/inn/en	Raskin, Candace F.; Haar, Jean M.
Titel	Full-Day Kindergarten Results in Significant Achievement Gains
Quelle	In: AASA Journal of Scholarship & Practice, 6 (2009) 2, S.21-26 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Dropout Rate; Lunch Programs; Achievement Gains; Academic Achievement; School Districts; Kindergarten; Resource Allocation; School Schedules; Special Education; Special Needs Students; English (Second Language); Low Income Groups; Poverty; Trend Analysis; Board of Education Policy; Educational Resources; Decision Making; Early Intervention; Minnesota + Suchen Sie Ihr Suchwort? Mittagessen; Achievement gain; Leistungssteigerung; Schulleistung; School district; Schulbezirk; Ressourcenallokation; Schulzeiteinteilung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Armut; Trendanalyse; Bildungsmittel; Decision-making; Entscheidungsfindung
Abstract	In 2004, after an in-depth review of student achievement data for over 4,000 students, the administration of a school district in southern Minnesota identified the following challenges: (1) above-state-average number of special education students; (2) increasing number of English as Second Language (ESL) students; (3) increasing number of students qualifying for the federal free and reduced lunch program; and (4) 2004 dropout rate of 22.08% in comparison to the state average of 11.04% (Minnesota Department of Education, 2008). The district's responses to these challenges were fragmented and reactive. Acknowledgement of these challenges resulted in a re-examination of school district practices. Specifically, the re-examination included an analysis of resource allocation and decision-making practices in relation to student achievement. The examination of several patterns in conjunction with a mindset placing a focus on impacting student learning "prior" to failure, made it possible for the district to determine what programs to prioritize and support. The first priority which the district identified was full-day, daily kindergarten. This full-day kindergarten implementation is one example of the district responding to challenges in a unified and proactive manner. The program also reinforced the importance of aligning decisions, resources, and practices with student learning via a focus on foundational support "before" students begin to fail. Additionally, it represented the district's shift towards carefully measured student achievement and thus ensured a level of confidence in students' progression through grades based on that achievement. (Contains 2 tables.) (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10