|All-Day Kindergarten Students Reap Ongoing Benefits|
Multi-year study conducted in Burnsville reinforces previous
studies: study shows benefits of all-day kindergarten are quantifiable. The
Burnsville-Eagan-Savage School District recently released data
collected during the last stage of its multi-year study of the impact
of all-day kindergarten on student achievement. The results reinforce
the conclusion of multiple previous studies of all-day programs -- that
students enrolled in all-day kindergarten programs reap ongoing
benefits in their academic careers.
To read research notes and an analysis of the study included in the March 2007 AMSD Connections newsletter, click on the link above.
District 191 All-Day K Program Longitudinal Findings 2003-2006
The Center for Applied Research and Educational
Improvement (CAREI) at the University of Minnesota has released a study
of "Minnesota ISD 191 All-Day Kindergarten Program Longitudinal
To download the 56-page report, scroll to the District 191 PDF below. Students tracked by the study have now entered grade 3. The
good news is that progress is being made, even as the cohort group has
been diluted over time. Also, there is evidence of some backsliding
within subgroups over the summer months; curriculum has been adjusted
as these students have moved from grade to grade. There are
interested results when comparing the universal kindergarten group to
the fee-paid full day and free half day kindergartners who followed
Maryland embraces full-day kindergarten (Washington Times, October 30, 2006)
Two Maryland laws required all kindergarten classes in the state to
become full-day by 2007 and earmarked extra money for special help for
at-risk youngsters. One Montgomery County early-childhood program
official rejected the notion that the longer classes place too much
pressure on students by pointing out the additional time enables
teachers to plan for each child's needs. To read the complete article
from the Washington Times, scroll to Kindergarten (Maryland) PDF below.
All-day first year is beneficial but costly (StarTribune article, August 23, 2006) Eric Hanson, Star Tribune
(Minneapolis, MN -- August
22, 2006) In the Fridley School District this year, parents of
kindergarten students have the option to send their kids to class all
day long, every day of the school week, just like older students. That's
true in the Jordan School District, too. In Lakeville, Eden Prairie,
Rockford, Anoka-Hennepin and many other metro school districts, parents
have a similar option, but at a cost of thousands of dollars.
because the state funds kindergarten students at about half the rate it
does for others, paying for a half-day of education while the districts
make up the rest, either through additional taxpayer dollars or fees
that resemble private school tuition. To read the complete article from the Minneapolis StarTribune,
scroll down to the All Day First Year PDF below. The article mentions the research and lobbying
by the Minneapolis Foundation; "Minnesota, the foundation says, is in
the minority nationally in funding only half-day kindergarten."
Exploring an option for extended learning, from NREL
To download a 31-page research study from the Northwest Regional Educational Laboratory (NREL) on "Full-Day Kindergarten: Exploring an Option for Extended Learning" scroll to the NREL Kindergarten Study PDF below.The study includes sections on:
-- What does the research say?
-- Characteristics of effective kindergarten programs.
-- Implementing full-day kindergarten: tips for success
-- Considerations for parents
-- Considerations for policymakers
-- Profiles of four schools offering full or extended-day kindergarten
-- Summaries of research studies on full-day kindergarten