ERIC Number: ED468942
Record Type: RIE
Publication Date: 2002-Apr
The Efficacy of an Extended-Day Kindergarten Program: A Report for the St. James School Division (1999-2000, 2000-2001).
Zakaluk, Beverley L.; Straw, Stanley B.
This report documents the efficacy of the full- and three-quarter-day kindergarten options instituted in economically disadvantaged areas in the St. James-Assiniboia School Division (Manitoba, Canada) for the school years 1999-2000 and 2000-2001. The report describes findings from a comprehensive set of data analyses covering the literacy performance of students in both kindergarten options for each of the years 1999-2000 and 2000-2001. The emergent literacy performance of students in each option was first compared to the performance of students in 1997-1998, before implementation of the extended-day project (cohort group) and then to divisional norms in each year of implementation. Next, performance in each year was compared to the performance of a control group and, at the same time, to the performance of students in the regular half-day program. The final comparisons, and perhaps the most corroborative, examined literacy task gains from the beginning to the end of the 2000-2001 school year, the year in which complete pretest/posttest control and division-wide data sets were available. Since complete pre- and posttest control and division-wide data for numeracy were not available, evaluation of numeracy development in 1999-2000 was based on a comparison of the full-day option and the three-quarter-day option only. Results indicated that, in terms of literacy development, attending full-day kindergarten is superior to attending three-quarter or half day kindergarten. Regarding numeracy, across two years of the study, no firm conclusions can be drawn about the effectiveness of the extended day programs except that in year 2 the full-day students appeared to grow more rapidly on all the numeracy measures. Recommendations include: consider eliminating the three-quarter-day kindergarten option; continue to monitor early literacy and numeracy performance of kindergarten students; and provide ongoing support for kindergarten school staff. Contains 42 references and numerous unnumbered tables, graphs, and figures. Five tables are appended. (NKA)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A