the effects of full day versus half day kindergarten
DESCRIPTION
The Effects of Full Day Versus Half Day Kindergarten. Presented to the Alpha Chapter of Phi Delta Kappa April 28, 2004. Jonathan A. Plucker Director. Center for Evaluation & Education Policy. Overview. CEEP National Context IAPSS Study Public Opinion Poll IAPSS Study Follow-up - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/1.jpg)
The Effects of Full Day Versus Half Day Kindergarten
Jonathan A. PluckerDirector
Presented to the Alpha Chapter of Phi Delta KappaApril 28, 2004
Center for Evaluation & Education Policy
![Page 2: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/2.jpg)
2
Overview
• CEEP
• National Context
• IAPSS Study
• Public Opinion Poll
• IAPSS Study Follow-up
• Future Activities
![Page 3: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/3.jpg)
CEEP
![Page 4: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/4.jpg)
4
Center for Evaluation andEducation Policy (CEEP)
• Resulted from the merger of the:– Indiana Education Policy Center (IEPC)– Indiana Center for Evaluation (ICE)
• Mission is to provide nonpartisan research support to Indiana policymakers as they craft education policy
![Page 5: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/5.jpg)
National FDK Context
![Page 6: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/6.jpg)
6
National Context
• State kindergarten policies vary widely.
• In 2003-2004, 40 states required public districts to offer kindergarten.
• Of which 10 required districts to offer full day programs.
• Only WV and LA mandate FDK attendance.
![Page 7: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/7.jpg)
7
National Enrollment (ECLS, 2002)
• Ranges from 83% in southern states to 23% in western states.
• Rural and urban students more likely to attend FDK than suburban students.
• African American (79%), white (49%), Hispanic (46%), Asian (40%)
• poverty (62%) vs. non-poverty (51%).• Of schools studied in ECLS, 70% private schools
vs. 54% public schools.
![Page 8: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/8.jpg)
8
Indiana FDK Enrollment
• 12% in 1999
• Estimates vary for more recent years, but current rate is probably 15-25%.
• Elimination of FDK in Evansville may not be factored into those estimates.
![Page 9: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/9.jpg)
IAPSS Study
Released January 9, 2004
Prepared with Jessica Eaton, Kelly Rapp, Woong Lim, Jeff Nowak, John Hansen, and Amy Bartleson
![Page 10: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/10.jpg)
10
Need for the Research
• Contracted by Indiana Association of Public School Superintendents to conduct study.– Legislators questioned lack of Indiana data
during previous FDK debates
• What are the effects of FDK through the early elementary years?
• Provide information in forms useful to policymakers
![Page 11: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/11.jpg)
11
Interesting Complications
• Early childhood research is tricky.
• Methodologies vary widely.
• Study designs range from anecdotal to quasi-experiments to meta-analysis
• Getting data from schools is difficult– Many don’t know what they have
![Page 12: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/12.jpg)
12
Methodology
• Section I: Review of National Studies– Review of published studies
• Section II: Indiana Studies– Both existing and new data
• Section III: Time in IN FDK Classrooms– Document analysis and classroom observations
![Page 13: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/13.jpg)
13
Section I: Review ofNational Research
• Single-program studies are highly mixed.
• Larger-scale studies are generally positive, often quite positive.
• Emphasis on national studies (1), meta-analyses (2, sort of), and larger, multi-site studies (several)
![Page 14: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/14.jpg)
14
National Results
• Data are inconclusive regarding attendance.• Positive FDK effects for:
– academic achievement
– grade retention
– special education referrals
– social and behavioral effects
• The magnitude of these benefits is inconclusive.• No negative outcomes associated with FDK.
![Page 15: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/15.jpg)
15
Reducing the Achievement Gap
• Greater positive outcomes for low achieving student subgroups.
• Students more likely to benefit from FDK in smaller class sizes (< 25 students) and presence of an instructional aide.
• Magnitude of effects is again inconclusive.
![Page 16: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/16.jpg)
16
Section II: Indiana Data
• Data had to be available for FDK students and a control group of students (usually half day students in the same district or school).
• Programs needed to be daily programs, not full day–alternate day programs.
• Extended day programs could not be included unless substantive instruction occurred during the extended day (i.e., not HDK plus child care).
![Page 17: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/17.jpg)
17
• Indiana studies reflect national findings:– No negative outcomes associated with FDK
– At worst, FDK and HDK have similar effects.
– Significant results in support of the benefits of full day over half day kindergarten were found in many of the comparisons within these studies.
– FDK benefits in academic achievement, grade level retention, special education referrals, and social and behavioral effects.
![Page 18: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/18.jpg)
18
Section III: Curriculumand Schedule Analyses
• Collected typical daily schedules from public school districts in Indiana (self-report).
• Calculated minutes of instruction per day for the following areas:– Language arts (English, writing, reading)
– Mathematics
– Other instruction
– Play time
![Page 19: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/19.jpg)
19
![Page 20: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/20.jpg)
20
![Page 21: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/21.jpg)
21
Amount of Instructional Time
• FDK programs devote significantly more time to each type of activity than do HDK programs.
• FDK allows for approx. additional 428 hours of instruction over the course of a school year.
• However, a slightly higher proportion of time is devoted to instruction in HDK programs
![Page 22: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/22.jpg)
22
School Site Visits
• Visited 14 classrooms in six schools with full-day kindergarten schedules.
• Schools located in urban, suburban and rural districts across Indiana.
• Observed instructional activities throughout the day.
• Visits provided evidence of schedule validity.
![Page 23: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/23.jpg)
23
Use of Instructional Time
• Added time in FDK programs changes the nature of activities that occur.
• Teachers have more time to address state standards and students’ diverse learning needs.
• Additional instructional time spent in the areas of Language Arts and Math.
![Page 24: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/24.jpg)
Public Opinion Survey Findings Regarding Kindergarten
Released January 26, 2004
Prepared with the assistance of Molly Chamberlin,Jason Zapf, and Ada Simmons
![Page 25: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/25.jpg)
25
Need for a Survey
• No comprehensive, nonpartisan survey of public opinion on Indiana education issues in recent memory
• Policymakers in other states find such surveys to be very helpful
• CEEP chose to self-fund such a survey over three years: 2003, 2004, 2005
![Page 26: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/26.jpg)
26
Telephone Survey
• Conducted in late fall 2003 • 1,001 residents of Indiana, all 18+ years old• Random Digit Dialing (RDD)
– Includes both listed and unlisted numbers
• Minimum and maximum quotas for county, age, and gender to ensure a representative sample on these variables
• Data collection by Stone Research Services
![Page 27: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/27.jpg)
27
Survey Statistics
• Ratio of initial refusals to completed interviews is 2.3:1, lower than average for RDD samples.
• Overall sampling error of +/- 3%
![Page 28: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/28.jpg)
28
Item Creation
• Items drawn from:
– Surveys in other states– National surveys– Issues being discussed by Indiana policymakers– Anticipated “hot topics” in Indiana
![Page 29: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/29.jpg)
29
Item Revision
• Each question was reviewed by:
– Several project staff– Indiana policymakers representing a breadth of
perspectives and ideologies– Stone Research Services
![Page 30: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/30.jpg)
30
Full-day or Half-Day Kindergarten?
• Poll conducted before FDK became hot button issue– 46% FD v. 47% HD
• Subsequent Indy Star poll found greater support: 56% vs. 36%– 704 people, +/- 3.7%
– Asked about optional FDK
0%5%
10%15%20%25%30%35%40%45%50%
Full-day Half-day
![Page 31: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/31.jpg)
31
Indy Star 1/04 Poll Question
• Gov. Kernan recently announced a plan for the state to pay for optional full-day kindergarten for all Indiana public schools. Currently, this is not available in all schools, and some schools that do have this program require parents to pay for it. Do you favor or oppose the governor's initiative?
![Page 32: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/32.jpg)
32
Favor Mandatory Kindergarten?
• Participants informed that 90-94% of children attend kindergarten in Indiana
• 81% Favor• 18% Oppose
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Favor Oppose
![Page 33: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/33.jpg)
Follow-up to IAPSS Study
![Page 34: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/34.jpg)
34
Long-term Effects of FDK
• We were asked by IAPSS to look only at short-term impact on achievement.– NOT long-term, no fiscal analysis
• We are conducting a brief follow-up review of longitudinal research.
![Page 35: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/35.jpg)
35
• Although methodological issues exist, initial results suggest FDK gains extend through middle and high school, with considerable, positive fiscal impact
![Page 36: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/36.jpg)
Conclusions
![Page 37: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/37.jpg)
37
Research Favors FDK
• Sufficient evidence exists to justify a move to full day kindergarten in Indiana.
• Positive outcomes are associated with FDK relative to HDK on wide range of important indicators
![Page 38: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/38.jpg)
38
?
• Although some find our conclusions to be surprising, they aren’t:– Why would we expect an extra half year of
education at a critical age to have no effect?
![Page 39: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/39.jpg)
39
More Research Needed
• A great deal of research is needed, especially in the areas of:– State/national outcome studies (ACH and $)– Experimental studies at the local level– Implementation studies
![Page 40: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/40.jpg)
40
First Steps?
• Avoid alternate day programs; a better partial strategy is to target low income students who stand to gain the most from full day-every day programs.
• Indiana policymakers may want to explore ways to get 100% of children into preschool and kindergarten experiences.
![Page 41: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/41.jpg)
Closing
![Page 42: The Effects of Full Day Versus Half Day Kindergarten](https://reader030.vdocument.in/reader030/viewer/2022032606/56812eb7550346895d94595e/html5/thumbnails/42.jpg)
42
Distribution List
• We are starting an Internet distribution list for our Indiana policy-related publications.
• Please give us your e-mail address if you would like to be notified whenever we post a new PDF file on the CEEP web site.