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ERIC Number: ED451963
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Kindergarten Parent Survey, 1999-2000: A Report of the Detroit Public Schools.
Washington, Joyce A.
This study examined parents' perspective on the effectiveness of the Detroit Public Schools kindergarten program and public school alternatives. Surveys were mailed to the homes of 3,000 families with children enrolled in a Detroit Public Schools (DPS) kindergarten program. A total of 340 surveys were completed and returned, for a return rate of 11.3 percent, representing children enrolled in 158 different schools. Three non-DPS schools were represented in responses to survey items and were included in the summary. Survey items focused on the type of program in which respondents' children were enrolled, and on parents' perception of the experience and the academic benefits. Findings indicated that most parents rated the program as excellent (45.2 percent) or good (42.5 percent). Most perceived that their children were learning at a level that they considered adequate. Reasons given for children not having enjoyed kindergarten included lack of variety in class activities, curriculum redundancy, and unreasonable homework expectations. Over 40 percent of parents strongly agreed and 24.7 percent agreed that they would consider enrolling their children in a nearby charter school for kindergarten, with a similar percentage considering they would enroll a younger child in a charter school kindergarten. Rationale for charter school enrollment consideration included more full-day programs, increased curriculum variety, and higher numbers of qualified teachers. (Appended are a table delineating the number of surveys returned by school and a data summary.) (KB)
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Detroit Public Schools, MI. Office of Research, Evaluation, and Assessment.