Alexandria, Va. (November 1, 2011) – Students who attend pre-k and a half-day kindergarten program have significantly higher reading levels by the third grade than students who only attend full-day kindergarten, according to a report released today by the National School Boards Association’s Center for Public Education.
The report, “Starting Out Right: Pre-K and Kindergarten,” evaluated the early childhood education approaches that have the greatest impact on student achievement. The report focused on third grade reading scores, as students who are proficient readers by that point in school are apt to be more successful in future grades.
“Early education is vital,” said Jim Hull, the Center’s Senior Policy Analyst and author of the report. “With today’s release of the National Assessment of Educational Progress (NAEP) 2011 Nation’s Report Cards in Mathematics and Reading, this report gives us more information on how we can increase academic success in our schools by expanding access to high-quality pre-kindergarten programs.”
Although a combination of pre-k and full-day kindergarten is best, the report concluded that students who attend pre-k and then a half-day kindergarten program also had higher reading skills by the third grade than their classmates who attend full-day kindergarten alone. Minority students, English Language Learners, and children from low-income families gain the greatest academic benefit from attending pre-k and half-day kindergarten.
“With the powerful positive impact of pre-k and kindergarten—no matter if half-or full-day— to advance student achievement, state and federal investments in early education will pay off for students, communities, and our nation,” said Michael A. Resnick, NSBA’s Associate Executive Director for Federal Advocacy and Public Policy.
Hull stressed that the report is not suggesting that full-day kindergarten be reduced in favor of half-day kindergarten. He notes that half-day kindergarten alone has the smallest positive impact of any of the early childhood education combinations.
“Since the groups that benefit the most from the combination of pre-k and half-day kindergarten are the least likely to have access to private pre-k, the emphasis should be on adding pre-kindergarten to existing kindergarten programs,” Hull said.
Major findings of the report include the following:
- Pre-k has significant, persistent benefits. Research has consistently shown that quality pre-kindergarten programs benefit school districts and communities in addition to individual students.
- Full-day kindergarten has significant benefits. Research consistently shows that students who attend full-day kindergarten make greater academic gains and are less likely to be retained in the early grades than students who attend half-day kindergarten.
- Two is better than one. A combination of pre-k and full-day kindergarten is best; but a combination of pre-k and half-day kindergarten is better than full-day kindergarten alone.
- The impact of attending pre-k followed by half-day kindergarten was the greatest for Hispanic children, black children, English Language Learners (ELL) and children from low-income families. Hispanic and black students and students below the poverty level increased their chances of reaching higher reading levels by 3rd grade by as much as 20 percent when attending pre-k instead of full-day kindergarten alone.
- Early childhood education must be a collaboration among providers, schools, school boards, and the community. State funding for pre-k declined in 2010 for the first time in roughly a decade. Now more than ever, schools must come together in close partnership with parents, Head Start, and other early childhood education providers to develop programs that best meet the community’s needs.
The report, “Starting Out Right: Pre-K and Kindergarten,” is available for download on the Center’s website at: http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Starting-Out-Right-Pre-K-and-Kindergarten/Starting-Out-Right-Pre-K-and-Kindergarten-full-report.html
Additional Resources:
Kindergarten Requirements by State:
http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Starting-Out-Right-Pre-K-and-Kindergarten/Kindergarten-requirements-by-state.pdf
Preschool Enrollment by State:
http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Starting-Out-Right-Pre-K-and-Kindergarten/Pre-K-enrollment-by-state.pdf
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The Center for Public Education (www.centerforpubliceducation.org) is a national resource for credible and practical information about public education and its importance to the well-being of our nation. The Center provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools. The Center is an initiative of the National School Boards Association.
Founded in 1940, the National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their more than 90,000 local school board members throughout the U.S. Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. www.nsba.org