Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary]
A summary of a study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS)
Executive Summary
Early childhood services for kindergarten-age children in four Canadian provinces: Scope, nature and models for the future [Executive summary]
A summary of an observational and interview-based study of early child care education programs in New Brunswick, Quebec, Ontario, and Alberta to describe and analyze current conditions of child care programs and to explore parent and teachers' views of future prospects for the programs
Executive Summary
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills [Executive summary]
A summary of an examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and of a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Executive Summary
The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data [Executive summary]
A summary of an inquiry into the relationship of kindergarten attendance to school performance, based on a literature review of studies comparing children’s outcomes of participation in half-day and full-day programs, and an analysis of scheduled activities of half-day and full-day kindergarten classrooms in Indiana
Executive Summary
Expanding time for learning both inside and outside the classroom: A review of the evidence base: Executive summary
A summary of a review of research on the relationship of extended learning time models, including full-day kindergarten and out-of-school time programs, to academic achievement and other educational outcomes, based on an extensive search of the research literature
Executive Summary
Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 [Executive summary]
A comparison of the differences between full- and half-day kindergarten programs across the United States, based upon data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K)
Executive Summary
Hispanic students' educational experiences and opportunities during kindergarten: A report to the National Task Force on Early Childhood Education for Hispanics [Executive summary]
A summary of an examination of the English proficiency, family background, home learning environments, school instructional environments, school characteristics, and teacher characteristics of Hispanic kindergarteners as they relate to national origin, immigrant generational status, language used at home, and socioeconomic status, based on kindergarten data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort
Executive Summary
Integration for a change: How can integration of services for kindergarten-aged children be achieved? [Executive summary]
A summary of a study evaluating the Integration Network Project, which seeks solutions to integrate kindergarten and child care programs in Canada
Executive Summary
The integration kit: Policy papers: How can integration of services for kindergarten-aged children be achieved? [Executive summary]
A summary of a discussion of policies for integrating the education and child care aspects of services for kindergarten-age children in Canada
Executive Summary
Kindergarten position statement: Executive summary
A summary of a discussion of the role of kindergarten in the education of Nebraska's children and their preparation for later academic success, including information on classroom environment, teacher practices, professional development, and transition support
Executive Summary
Kindergarten teachers: Public and private school teachers of the kindergarten class of 1998-99 [Executive summary]
A summary of a study regarding kindergarten teachers' perspectives on children's kindergarten experiences, using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K)
Executive Summary
The kindergarten year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 [Executive summary]
A nationally representative longitudinal survey following kindergarten children through fifth grade to examine the academic gains the children made over their kindergarten year and looking to see if their achievements differ by child, family, and kindergarten program characteristics
Executive Summary
Portrait of school readiness 2009-10: San Francisco Unified School District: Executive summary
A summary of an exploration of school readiness in San Francisco, including children's kindergarten readiness skills and transitions, factors associated with children's readiness skills, and kindergarten classroom and teacher characteristics, based on surveys from 42 teachers in randomly selected kindergarten classrooms, teacher assessments of 751 children in those classrooms, and parent surveys for 628 of the children
Executive Summary
Project Early K 2005-06 evaluation results: School component [Executive summary]
A summary of an evaluation of the implementation and outcomes of Project Early K, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten, based on interviews with principals, classroom observations, school and program records, parent surveys, and child assessments
Executive Summary
Readiness to learn: 2000 kindergarten survey report [Executive summary]
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 18,427 children who entered public kindergarten in Oregon in 2000
Executive Summary
Readiness to learn: 2002 kindergarten survey report [Executive summary]
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 23,796 children who entered public kindergarten in Oregon in 2002
Executive Summary
Readiness to learn: 2004 kindergarten survey report [Executive summary]
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 27,427 children who entered public kindergarten in Oregon in 2004
Executive Summary
Readiness to learn: 2006 Oregon kindergarten readiness readiness survey report [Executive summary]
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 26,618 children who entered public kindergarten in Oregon in 2006
Executive Summary
Readiness to learn: 2008 Oregon kindergarten readiness readiness survey report [Executive summary]
A summary of an examination of children's readiness for kindergarten in terms of six factors--physical development, language skills, socioemotional development, cognitive development, approach to learning, and motor skills, based on teacher assessments of 23,382 children from 492 schools who entered public kindergarten in Oregon in 2008
Executive Summary
Saint Paul Public Schools early kindergarten 2004-2005 evaluation report [Executive summary]
A summary of an evaluation of the impact of the early kindergarten programs in the public schools of Saint Paul, Minnesota
Executive Summary
School readiness, full-day kindergarten, and student achievement: An empirical investigation [Executive summary]
A summary of an analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs
Executive Summary
School readiness in Santa Clara County: Results of the 2006 assessment and a summary of three-year trends [Executive summary]
A summary of a study of children's skills at kindergarten entry and family and early childhood education factors associated with those skills in Santa Clara County, California, based on parent surveys and kindergarten teacher surveys and child assessments
Executive Summary
School readiness of children in Saint Paul Public Schools kindergartens: Analysis of Minnesota Department of Education Work Sampling data [Executive summary]
A summary of a comparison of the math, literacy, and social scores of children who entered Saint Paul kindergartens having attended the School Readiness and Community Kindergarten preschool programs and those who entered Saint Paul kindergartens with unknown preschool histories
Executive Summary
The status and nature of full-day kindergarten in Delaware [Executive summary]
A summary of an examination of the structure and provision of full-day kindergarten programs in Delaware, based on information gathered through interviews with teachers and administrators, as well as from student report cards and program information on the state's web site
Executive Summary
The status and nature of full-day kindergarten in Delaware: Phase II: The impact of full-day kindergarten on kindergarten work sampling and grades 2 & 3 DSTP scores [Executive summary]
A summary of an investigation of the impact of full-day versus half-day kindergarten programs on children who attend public school in Delaware, based on the second- and third-grade assessments of students who attended kindergarten in the 1999-2000 school year
Executive Summary
