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ERIC Number: ED400289
Record Type: Non-Journal
Publication Date: 1996-Apr-9
Pages: 42
Abstractor: N/A
Reference Count: N/A
A Study of Kindergarten and First Grade Report Cards: What Are Young Children Expected To Learn?
Shuster, Claudia; And Others
This study investigates the content and coding systems of kindergarten and first grade report cards from 57 Connecticut school districts. Report cards differed among districts in number of items, emphasis on curriculum areas and learning dimensions, and coding systems. Kindergarten report cards were more likely to emphasize discrete skills and knowledge; first grade cards were more likely to emphasize processes and dispositions of learning. Kindergarten report cards were more likely to use coding systems emphasizing continuous progress; first grade coding systems were more likely to emphasize competition and adherence to rigid expectations. Report card content also related to other district practices. Districts in which kindergarten report cards emphasized skills in language arts were significantly more likely to retain children in kindergarten and first grade. Districts in which the first grade report card emphasized skills in mathematics were less likely to include handicapped children in their regular classes in both kindergarten and first grade. (Contains 6 tables, 6 figures, and 26 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut