The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children's School Readiness

Autor/inn/en	Atteberry, Allison; Bassok, Daphna; Wong, Vivian C.
Titel	The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children's School Readiness
Quelle	In: Educational Evaluation and Policy Analysis, 41 (2019) 4, S.537-562 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atteberry, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373719872197
Schlagwörter	School Schedules; Preschool Education; School Readiness; Program Effectiveness; Student Characteristics; At Risk Students; Vocabulary; Special Needs Students; Receptive Language; Child Development; Disability Identification; Racial Differences; Ethnicity; English Language Learners; Socioeconomic Status; Gender Differences; Family Influence; Language Skills; Social Development; Colorado (Denver); Peabody Picture Vocabulary Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Wortschatz; Sonderpädagogischer Förderbedarf; Rezeptive Kommunikationsfähigkeit; Kindesentwicklung; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Language skill; Sprachkompetenz; Soziale Entwicklung
Abstract	This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive effects on children's receptive vocabulary skills (0.275 standard deviations) by the end of pre-K. Among children enrolled in district schools, full-day participants also outperformed their peers on teacher-reported measures of cognition, literacy, math, physical, and socioemotional development. At kindergarten entry, children offered full day still outperformed peers on a widely used measure of basic literacy. The study provides the first rigorous evidence on the impact of full-day preschool on children's school readiness skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01