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ERIC Number: ED201384
Record Type: Non-Journal
Publication Date: 1980
Pages: 32
Abstractor: N/A
Reference Count: N/A
A Comprehensive Study and Evaluation of Three Types of Kindergarten Programs. Final Report.
Wisconsin State Dept. of Public Instruction, Madison.
Results from a study conducted by the project staff of the Amherst Elementary School in Amherst, Wisconsin, during the fall of 1980 to determine which of three types of kindergarten programs would be most advantageous to the School District of the Tomorrow River are reported. The programs investigated were full-day daily, full-day alternate day, and half-day daily. Teacher and principal questionnaires were sent to selected schools in Wisconsin and to a few school districts selected randomly from throughout the United States. Questionnaires were also mailed to parents who would have children in kindergarten during one or more of the next three school years. A total of 150 teacher questionnaires, 75 principal questionnaires, and 158 parent questionnaires were sent. Additional information on the three programs was gathered during on-site visits to five school districts in Wisconsin, Ohio, and Minnesota. Based on the on-site visits and the survey data it was concluded that the full-day program is advantageous in a number of ways. It offers more instructional time for students, more time for implementing special subjects (such as art, music, and physical education) in the curriculum, and prepares children for first grade better than the other programs. It also eliminates the problem and cost of mid-day busing and allows children to be involved in all-school functions such as special assemblies, lunch programs, etc. Nearly 100% of the parents, teachers, and principals involved with a full-day program favored it. Advantages and disadvantages of each of the programs are briefly noted. (Author/MP)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Wisconsin State Dept. of Public Instruction, Madison.
Identifiers - Location: Wisconsin