REPORT-Full-Day Kdg. Task Force

7/29/2019 REPORT-Full-Day Kdg. Task Force

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ReportfromtheFullDayKindergarten

TaskForce

March26,2013

Burnt Hills-Ballston Lake Central SchoolsEnsuring opportunities for learning, personal growth & social responsibility

50 Cypress Drive

Glenville, NY 12302


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TableofContents

1. Overview ............................................................................................................... 2

2. Creation of the Kindergarten Task Force ............................................................. 3

3. History and Background ....................................................................................... 3

4. Why Revisit the Kindergarten Question in 2013? ................................................ 4

5. Opinion Survey Results ........................................................................................ 5

6. Task Force Findings .............................................................................................. 6

7. Cost Calculations for Full-Day Kindergarten ..................................................... 10

8. Summary of Findings and Recommendations to the Superintendent and

Board of Education ............................................................................................. 12

Appendix: Research Synthesis for the Full-Day Kindergarten Task Force. 13

1. OverviewAccording to the State Education Department, 95% of kindergarten students in New York State currently attenda full-day program. This is a program that the BH-BL School District has studied in the past. In 2005, a districtcommittee recommended a full-day kindergarten program. However, our school district has continued the half-day program due to a lack of classroom space and the initial upfront costs.

Recently a number of variables have changed, necessitating the reconsideration of full-day kindergarten. Theseinclude the new state Common Core curriculum and assessments, requirements for academic interventions, a

possible bond referendum project with additional classrooms, changing demographics, and the availability ofFull Day Kindergarten Transition state aid.

The current half-day schedule equates to two and one-half hours daily, with less than two hours dedicated toinstruction due to the arrival and dismissal transitions and busing. A full-day program would double the dailyinstruction time. A longer instructional day could provide an enhanced early literacy program with a focus onphonemic awareness, guided reading, phonics, and writing. In addition, it would provide more time formathematics, science and social studies instruction, which is necessary due to the Common Core Curriculumstandards. The full day program could also provide benefits in reducing the need for later academicinterventions and classification.

Enrollment projections are that the kindergarten class of 2013-14 would require nine sections, with threesections in each building. At the conclusion of kindergarten registration (March 11 and 12, 2013) there are 163students registered for kindergarten in the fall of 2013, a number that we project will grow to 180 students bySeptember based on past experience.

A full-day program would generate a one-time Kindergarten Full Day Transition state aid approximately$700,000 payable in the first year. There would also be a reduction in daily transportation costs by eliminatingthe mid-day kindergarten bus runs.

A change to a full-day program would require approval from the Board of Education, passage of the BH-BLschool budget in May 2013, and the continuation of state Kindergarten Transition aid.


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2. CreationoftheKindergartenTaskForceA Full-Day Kindergarten Task Force was created in February 2013 with the following charge:

Full-Day Kindergarten Task Force

Task Force Charge: Superintendent Patrick McGrath charges the task force to determine the

feasibility and advisability of offering full-day kindergarten for the 2013-14 school year, and toreport their findings and recommendations to the Board of Education by March 26, 2013.

To fulfill the charge, the task force is asked to examine parent, staff and community input and toevaluate the impact of a potential full-day kindergarten program on: The instructional, social, and emotional needs and development of children, Short-term and long-term building space capacity, School schedules and other school programs, Transportation, Short-term and long-term district costs.Timeline:The task force will begin its work on February 27 and will make finalrecommendations on March 26, 2013. Committee members will attend two afterschool worksessions (on February 27 & March 20) and two full-day sessions (on March 8 & March 15).

Task Force Membership (13):1 Assistant Superintendent for Instruction (co-chair)3 Elementary Principals4 Kindergarten Teachers (one from each building, one of whom will be co-chair)3 Related Service Providers3 Parent representatives

Other staff may be invited to specific meetings as needed to share their expertise, such as:Transportation DirectorSchool Lunch DirectorDirector of Special ServicesK-12 District Department HeadsAssistant Superintendent for Support Services

Community Input: To assist the task force and provide the community with opportunities toshare their opinions, a survey will be posted on the districts website (tentatively scheduled forMarch 5) and a public forum on this topic will be held (tentatively scheduled for March 18).[Note: a separate opinion survey was also offered to the parents who attended the Pre-K Parents

meeting on March 4.]

3. HistoryandBackgroundSince our inception, the BH-BL school district has maintained a half-day program for kindergarteners. In 2000,requests from parents and teachers to consider a full day program precipitated the creation of a districtcommittee that studied the feasibility of moving to a full-day kindergarten program. In 2005 a committee wasformed to study the possible creation of a Kindergarten Center in the district office building, now known as theHostetter Leadership and Administration Center, and formerly the Glenhaven Elementary School. Despitemany positive reasons to have all kindergarten students in one location for a full day of instruction, many


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community members were concerned that under this plan some kindergarten students would need to spendmuch more time on the bus, that students would not be in school with their older elementary siblings, and thatstudents would have an additional transition to make to their neighborhood school the following year for firstgrade.

Since 2005 some parents have continued to ask for full-day kindergarten every year, but the district has notbeen able to consider this because we lacked the classroom space that would be required for a full-day programin our three elementary schools.

4. Whyrevisitthekindergartenquestionin2013?Recently, a number of factors have changedthat prompt the need to revisit the full-day kindergarten question.These include:

A. The recent adoption of the Common Core Learning StandardsBeginning with the current school year (2012-13), all public schools in New York and 44 other states haveadopted the new K-12 Common Core Learning Standards (CCLS) for English Language Arts (ELA) andMathematics. These new standards were developed to raise the bar in all grades and to ensure that studentsreceive a relevant and rigorous education. Adoption of the CCLS means that students will be better prepared forthe higher-level literacy and mathematics tasks demanded by college and the workplace in the 21st century.In NY , the new CCLS will also be the basis of required state tests starting in April 2013.

The new Common Core curriculum and new state assessments in grades 3-8 for ELA and Math require an evenstronger emphasis on earlier preparation. The Common Core curriculum in science will be added in 2013-14and the Common Core curriculum in social studies will be added in 2014-15. Increased instructional timewould help our kindergarten students meet these new challenges in a developmentally appropriate manner.Further, the kindergarten and first grade curricula and expectations for students have dramatically increased.

B. Requirements for Response to Intervention Services (RtI)Recent state requirements mandate that children receive various levels of extra academic assistance if they arenot meeting, or are likely to not meet, the achievement expected for grade-level proficiency. Earlier interventionmay reduce the number of children who will later need RtI. Due to current half-day time constraints, whenkindergarten students receive Tier 2 and Tier 3 interventions, they may miss regular class instruction.

C. Overall elementary enrollment has declinedSince 2007 BH-BL has seen a decline in its overall elementary enrollment. The decline has been enough to freeup classroom space that would make a full-day kindergarten program physically possible in our threeelementary schools. Both Pashley and Stevens have space for 1 2 additional class sections. Charlton Heightscould convert its existing computer lab into a kindergarten classroom, and provide technology stations in eachclassroom.

An additional reason to study the kindergarten question at this time is the fact that the Board of Education hopesto create a comprehensive capital improvement project that would go before BH-BL voters in October 2013.Making a decision on full-day versus half-day kindergarten now would enable us to present a more credible andcomprehensive case to the voters next fall regarding the districts long-term classroom space needs.

D. Full-day kindergarten is now the norm in New York StateBased on data we received from the State Education Department, the task force has learned that 95% of NYkindergarten pupils attend a full-day program. Numerous area schools have recently switched from half-day tofull-day programs. For example, of the 13 Suburban Council school districts, 10 offer full-day and three (BH-BL, North Colonie and Shenendehowa) offer half-day, so shown below.


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Averill Park Full DayBallston Spa Full DayBethlehem Full DayBH-BL Half DayEast Greenbush Full DayGuilderland Full DayMohonasen Full DayNiskayuna Full Day

North Colonie Half DaySaratoga Full DayScotia Glenville Full DaySouth Colonie Full DayShenendehowa Half Day

E. Availability of Full Day Kindergarten Transition Incentive AidAlthough this state aid has been in existence for some time, the vast majority of districts have already takenadvantage of it, and the possibility exists that the states financial situation could jeopardize future availabilityof this incentive aid after 2013-14.

5. OpinionsurveyresultsThe task force conducted two opinion surveys to assess parents and residents values related to ourkindergarten program.

One survey was distributed only to the people who attended the annual pre-K parents information meeting onMarch 4, 2013. A key question asked parents what program they would prefer for their own child. As shownbelow, of the 87 people who answered this survey, 66.3% preferred full day, 10.5% preferred half day, 8.1%would be OK with either full day or half day, 3.5% didnt know, and 11.6% preferred another option. Most ofthe answers for the latter group related to some sort of transitional program.

A second survey was posted on the district website for more than three weeks from Feb. 26 to March 21 andwas widely advertised. It received 530 responses and generated over 100 pages of printed comments.


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The final numbers for this survey are shown in the chart below. When asked, What type of kindergartenprogram do you feel BH-BL should offer? 70% of the 530 respondents checked Offer a full-day program forall students, 17.8% checked Keep the current set up of half day kindergarten, 3.4% chose I dont know,and 8.7% chose Other kindergarten program. Again, most of the answers for the latter group related to somesort of transitional program.

6. TaskForcefindingsA. Advantages and disadvantages of full-day kindergartenKindergarten classroom instructional time would double if we switched from a half day to a full day program.A half-day program allows for approximately 1 1/2 hours of instructional time. A full day would allow for 3hours of instructional time.

What are the Advantages of Full-Day Kindergarten?

Additional instructional time and opportunity for improved alignment with earlyliteracy and mathematics Common Core Learning Standards

Additional time for individualized and small group instruction Additional time to integrate skills and themes found in the BH-BL 21st Century

Framework for Learning

Improved depth in curriculum More frequent hands-on learning activities More opportunities for social interaction


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Consistency in daily routines for children Fewer daily transitions A daily schedule that is less pressured, less hurried, and more developmentally

appropriate for this age child

Additional support time for students with special needs Continued opportunity for parent involvement and communication Additional time for learning in creative arts, music and P.E. Reduced transportation costs Smoother transition to first grade Reduced retention and remediation Allows all students to attend school on delayed school days, not just students in PM

kindergarten

What are the Disadvantages of Full-Day K indergarten?

Increased staffing (teachers), monitors Space considerations Possible future additional cost to taxpayers Start up costs: equipment, furniture, supplies, etc. Some community members want a half-day program Child has less time with parents who are at home during the day

B. Program: Current BH-BL Kindergarten Half-DayThis section describes the current half day kindergarten program. The descriptions are divided into three areasas follows: 1. Academic Content Areas, 2. Response to Intervention (RtI) & Special Education, and 3. Social-

Emotional Development.

Academic Content Areas:ELAo The components of our balanced literacy program are spread out over the course of several days. For

example, on one day, students engage in a shared reading experience. On another day, they experience aPhonemic Awareness activity. On another day, the teacher meets with one reading group.

o Writers Workshop is scheduled one-two times a week.o There is opportunity for individual Writers Workshop conferencing with the teacher for about six students

a week.


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Matho A concept or topic is introduced either during morning meeting or during whole group math instruction.

Later, guided practice may occur through a teacher-directed center.

Social Studies, Science, Healtho Science, Social Studies, and Health are integrated to a great degree. Students are introduced and exposed to

these important topics. However, there is little time for specific content focus.

RtI and Special Education:o Three and four year olds with special needs have often attended a full-day program before they transition to

a half-day kindergarten at BH-BL.o Scheduling of special education and related services during their instructional day interrupts and limits time

in an already abbreviated day. It limits the amount of time that children are integrated in their generaleducation program

o Our RtI-related Extended Kindergarten program requires transportation to another building and extratransitions for our neediest students. There is not enough space in this program to accommodate all thestudents who are assessed to achieve below benchmark. This year, 30 students qualified in September, and30 additional students qualified in January but did not secure a slot in the EDK program.The EDK

program does not achieve our goal of providing equitable opportunities for instruction, remediation, andenrichment for all students. The EDK program does not accommodate children who are performing atgrade level or exceeding grade level.

Social-Emotional Development:Kindergarten is the first place in school where children receive instruction and modeling to support theirsocial-emotional development. Play is essential to the development of self-regulation. Teachers guidestudents daily and schedule time for them to practice these strategies.

C. Full Day Program: Pedagogical Enhancements & a Focus on Early Literacy

A full day kindergarten program would have significantly enhanced early literacy components, includingextended time daily for differentiated instruction, reading groups, Writers Workshops, and studentconferencing. The added length of the day would permit more extensive learning center activities formathematics as well as more time to assist students and reinforce learning.

Academic Content AreasELAo There would be more time for providing uninterrupted ELA blocks each day.o The teacher would meet with reading groups several times a week.o Writers Workshop would be scheduled frequently each week.

Matho There would be an increase in the number of teacher-directed, individual/small group math activity sessions

necessary to achieve the learning outcomes of the Common Core curriculum.o Students would experience more reinforcement and opportunities to practice in different ways (flexible

learning).

Social Studies, Science, Healtho The integration of Science, Social Studies, and Health would continue with more time to develop and maste

concepts in these academic areas.


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Promoting the Academic Development of All Studentso Increased opportunity for interdisciplinary projects.

o More time for teachers to assess and inform instruction.

o Establish continuity between preschool and kindergarten programs (length of day).o Daily time for tailored instruction to meet individual needs.o Greater opportunities for enrichment and application of learning in extended activities would be possible.RtI and Special Education:o Meaningful, planned coordination of special education, related services and RtI to minimize disruption to

general education program.

o RtI instruction closely aligned with general education instruction.o Reduces unnecessary transitions, including transportation to another building.Social-Emotional Development of All Students:o Time for purposeful play congruent with the needs of five year-old students.o More time to build partnerships with families.o Deeper understanding of students as individuals and learners.o Time for explicit instruction and modeling of appropriate social skills.o All kindergarten students are full participants of school community activities. (p.m. K often left out).

D. Kindergarten EnrollmentAs shown below, over the past decade, BH-BL kindergarten enrollment has ranged from a high of 219, to a lowof 166. The average kindergarten class size over the past 10 years has been 18 students per class. Althoughstable regional birthrates may exist, the currently depressed economic conditions largely account for the slightdecline in kindergarten enrollment due to the declining home values and lack of housing sales, reducing thenumber of incoming school age children.

2003-04 197 11 sections2004-05 219 11 sections2005-06 192 11 sections2006-07 213 11 sections2007-08 200 11 sections2008-09 237 11 sections2009-10 218 11 sections2010-11 166 9 sections2011-12 197 11 sections2012-13 181 11 sections2013-14 180projected 9 sections of full-day or 10 sections of half day

It is anticipated that over the short term, kindergarten enrollment could be in the 190 range of students basedupon the average of the last four years, but not including additional kindergarten students who may attend if afull-day program is offered. A full-day kindergarten program would likely attract more resident students toenroll since some children now enroll in programs at area non-public schools, specifically because they providea full-day kindergarten program. During the four-year period 2009-2013, the percentage of non-public studentsattending full-day kindergarten programs who then enrolled in BH-BL for first grade was approximately 6 %.The majority of BH-BL resident kindergarten students who attend non-public, full-day programs attend eitherSt. Marys School or St. Helens.


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E. Capacity for Full Day ProgrammingAs mentioned previously, Pashley and Stevens Elementary Schools both have space for 1- 2 additional classesof kindergarten. Charlton Heights Elementary School does not have an unused classroom at present, but couldutilize the computer lab as a classroom. Technology stations would be provided in each classroom. More spaceat Charlton Heights is being considered in the possible bond referendum for October 2013. There should besufficient space capacity to accommodate the addition of full day kindergarten for the 2013-14 school year.

F. Factors to consider in evaluating a possible Transitional K indergarten ProgramThe task force researched another option that had been cited in a number of comments from BH-BL parents,that of instituting some sort of transitional day kindergarten program. The task force contacted Scotia Glenvilleand Waterford-Halfmoon school districts, since these are the districts that have most recently offeredtransitional kindergarten models. In Scotia-Glenville, all students attended kindergarten for half-day until theend of November, then transitioned to days until January 1st, at which time all students began a full-dayprogram. In Waterford-Halfmoon, all students had a half-day program until January 1, with a full-day programbeginning in early January for all students.

The two districts eliminated their transitional models four years ago. They have replaced half-day andtransitional programs with full-day kindergarten on account of what they considered undesirable levels of

student growth and performance, parental requests and survey results that reflected an overwhelming desire onthe part of families to adopt a full-day program, and the availability of Full-Day Kindergarten Conversion Aid.Initially, there were some teachers and parents who were reluctant or opposed to replacing the transitionalprogram with full-day kindergarten. However, the districts indicated that there has been overwhelmingsatisfaction on the part of families and teachers since moving to a full-day kindergarten model.

Overall, the districts feel that adopting full-day kindergarten was important due to changing family structuresand increased expectations for student learning and achievement. They noted that teachers and parents whowere initially concerned that students were not ready socially or academically for a full-day program haveexpressed satisfaction with full-day kindergarten. They stated that only in rare instances does a parent convey adesire to return to a transitional or half-day approach. Based on kindergarten assessments and feedback from

first grade teachers, the districts report increased learning and preparedness on the part of kindergarten studentsBecause kindergarten is not mandatory, Scotia-Glenville indicated a need to consider moving away from full-day kindergarten, but regards this as a last resort due to the benefits of full-day kindergarten.

7. CostCalculationsforFullDayKindergartenThe current estimate for the number of sections required for Full Day Kindergarten (FDK) in the 2013-2014

Budget Year is nine sections. Due to the staffing changes that would occur with FDK it is estimated that based

on these nine sections, an additional 2.5 Full Time Equivalent (FTE) kindergarten teachers would have to be

added as well as 1 FTE specials teachers for implementation. The estimated cost for an addition of oneTeacher FTE is approximately $60,000 (salary & benefits) and as such the total cost of these additional staff

members would be $210,000 in the 2013-2014 school year.

However, FDK is relatively unique in that there would also be budgetary reductions associated with its

implementation. These reductions would come from the elimination of an Extended Day Kindergten (EDK)

Teacher Assistant that would no longer be needed in a FDK setting and the elimination of eleven mid-day

transportation runs that are necessary for Half Day Kindergarten programs. The elimination of the EDK

Teacher Assistant Position would save an estimated $30,000 (salary & benefits) and the elimination of the


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eleven mid-day transportation runs would save an estimated $188,924 (bus driver salary & benefit reductions,

fuel costs, bus replacement costs and maintenance & repair costs.)

In addition to these expenditure calculations, there are two types of state aid that would be impacted by the

implementation of FDK. The first is a one-time Full Day Kindergarten Conversion Aid offered by the state to

school districts in the first year that FDK is made available to all students. This aid is approximately $3,700 per

student that is enrolled in FDK. Based on current enrollment projections, this Full Day Kindergarten

Conversion Aid is estimated to be $700,000 and would be received by the district in June of 2014 if FDK wasoffered in the 2013-2014 school year.

The other aid that would be impacted by this change is transportation aid. Currently, all qualifying

transportation expenses made by the district are reimbursed in the next school year at a rate of 66.4%. As an

example, if the district were to reduce transportation expenditures in 2013-2014 by the estimated $188,924 the

district would have the transportation aid reduced by $125,446 in the 2014-2015 school year due to our

decreased transportation expenditures.

In summary, the financial impact of FDK would be as follows:

Estimated Cost for 2.5 FTE Kindergarten Teachers: $150,000Estimated Cost for 1.0 FTE elementary specials teachers: $60,000

Reduction in Mid-Day Transportation Runs: $(188,924)

Reduction of EDK Teacher Assistant: $(30,000)

Net Estimated Budget Reduction for 2013-2014: $(8,924)

The impact of state aid from this proposal over the next 5 years is estimated as follows:

2013-2014 estimated change in State Aid: $ 700,000

2014-2015 estimated change in State Aid: $ (125,446)




Net Estimated State Aid Increase over 5 years: $170,768

The budget impact related to the implementation of FDK should remain consistent over the next 5 years as

transportation costs are expected to increase by roughly the same percentage as teacher salary & benefit costs.

However, the loss of transportation aid will continue indefinitely.

8. SummaryofFindingsandRecommendationstotheSuperintendentandBoardofEducationo Communities, including BH-BL, have asked for full-day kindergarten , and 95 percent of students are

currently enrolled in full-day kindergarten in NY State. Changing family structures, increasedexpectations, and a State economic incentive have led to this movement toward full-day kindergarten.


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o An overwhelming majority of our community prefers full-day kindergarten. A small segment of ourcommunity would like to continue our current half-day kindergarten program, while others prefer atransitional option.

o Our kindergarten teachers do not believe a 2 hour day allows them to deliver the Common Corecurriculum in a child-centered manner. Days feel hurried. Our professional kindergarten teachers feelthat a full day, rather than a half day, would enable them to best meet the instructional, social, andemotional needs and development of children.

o Overall, the research supports increased instructional time as a significant school-level variableimpacting student learning.o Districts have replaced half-day and transitional programs with full-day kindergarten. They report

overall increased learning and preparedness, as well as overwhelming satisfaction on the part offamilies and teachers since moving to a full-day kindergarten model.

o Due to extreme budgetary difficulties, a few districts are considering eliminating full-daykindergarten, but have expressed to us that this is a last resort due to the positive impact that the full-day program has had on the childrens ability to meet instructional objectives.

o For BH-BL, adoption of full-day kindergarten would not have budgetary implications for severalyears.

Recommendations to the Superintendent and Board:

1. The Full Day Kindergarten Task Force recommends that BH-BL adopt a full day kindergarten programin September 2013.

2. For the first year, the committee recommends a transition option that would allow interested parents tohave their child dismissed at lunch time (11:30 AM) to provide a half day program in the fall. Students

may begin a full day program on October 15th. All students will begin a full day program on December

2nd.

3. The committee recommends assessing the impact of full day kindergarten, and the transitional option, onthe academic, social, and emotional development of students. This includes teacher assessments and

survey feedback from parents and teachers.

4. The District should provide RtI services to kindergarten students within their home school, in lieu of thecurrent Extended Day Kindergarten Program.

5. Due to the unique nature and developmental needs of kindergarten students, the committee recommendsmaintaining small class sizes.


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AppendixResearch Synthesis for the Full-Day Kindergarten Task Force

March 26, 2013

This research was compiled to assist the Task Force, Superintendent, and Board of Education in making an

evidence-based decision regarding the most appropriate and feasible program for our kindergarten-aged students. It is

imperative that we consider the long-term effects of this decision on the students and community. Evidence-based

decisions are typically made through evaluation of information in the three circles of evidence informed opinion (the

experience and opinions of the stake holders, experts and policy analyses), field experience (practitioner insights,

assessments and case studies), and the best available research. Resources for this research were compiled from peer-

reviewed journals and position statements from a variety of sources representing teachers, school psychologists, child

development specialists, and organizations that include parents such as the National Association for the Education of

Young Children (NAEYC). There are limitations in the research as it relates to the Common Core Standards due to its

recent passage. We did obtain resources that spoke to the recent trends in education, length of school day and long-term

effects of half-day and full-day programming.

Full-day kindergarten appears to have many advantages, but to be effective any type of kindergarten must be

developmentally appropriate. Guidelines developed by the National Association for the Education of Young Children

(NAEYC) are suggested for ensuring developmentally appropriate practices. For most children, a full-day program helps

to increase academic achievement, faster gains in reading skills, prepares them for the first grade, increases attendance,

offers additional opportunities for communication with parents, and decreases the likelihood that they will be retained in

the early elementary grades. Full-day kindergarten students receive approximately 1,080 hours of instruction while

students in half-day kindergarten receive approximately 540 hours of instruction. Frequently this additional time is

allocated as 30% more time on reading instruction and 46% more time on mathematics. Marzano, Pickering and Pollock(2012) suggest that increased access to a guaranteed and viable curriculum increase the opportunities to learn. Teachers

will have more opportunities for reinforcing effort and providing recognition of student growth resulting in up to 29%

more academic achievement.

Remediation and retention statistics frequently cite academic impact up to third grade. Several studies suggested

targeting this age range since third grade is typically found to be the period when students move from learning to read to

reading to learn. While our students are learning as they read at every level, it is imperative that quality reading

instruction is implemented in kindergarten. Early elementary years set the foundation for later academic performance. Fo

example, there have been studies that link third grade reading skills with high school graduation and college attendance.


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Additional positive impact is seen through grade 12 for pro-social and academic behaviors that support engagement in the

learning environment. The culture of our community supports higher education and preparation for lifelong learning.

Proponents for a half-day program suggest that there may be more opportunity for parent involvement, social skil

development and be a better match for children with a shorter attention span. A recent study that links pre-kindergarten

(pre-K) and kindergarten programming suggests that full-day kindergarten with pre-K experience is the most effective.

The study also found that half-day kindergarten with a pre-K experience is as effective as full-day kindergarten alone for

several areas of development including math (Hull, 2011). The primary researcher of the Emporia State Research study

(Carnes & Albrecht, 2007) indicated her personal bias at the outset of the school year that the children were too young tomanage the energy demands for a full-day program. Carnes conclusion by April of the school year was that the children

had become students and were clearly capable of meeting the demands of the full day. The majority of articles that were

located in support of half-day kindergarten were opinion-based and anecdotal. Common themes were allowing children

time for play, time for enrichment at home with their families, possible fatigue, opportunities for parent involvement, and

questioning the benefit for multiple demographic groups.

Overall studies found that the fatigue or stress level for children was not influenced by the length of the school

day. There was no evidence that full-day programs were too strenuous for children. One key point was identifying that

what (a) child does during the kindergarten day is more important (Raforth, Grimes, & Buzi, 2004).Differentiation ofinstruction for enrichment and remediation may occur with greater frequency during the full-day kindergarten program.

Overall the research and literature provides evidence that the time in full-day kindergarten programs is used differently in

quantity and quality. This is clearly an asset for children of all ability levels.

As we reviewed this research and the literature we were pleased to locate information pertaining to how parents

perceived their childs kindergarten experiences. One study published in 2000 sums up how parents viewed the

kindergarten experience at the conclusion of the academic year (National Education Association, 2012). They report that

100 percent of full-day parents would choose full-day kindergarten again if given the chance. They also report that 72

percent of the half-day parents would choose full-day kindergarten for the child if given the chance again.

Many studies suggest that as a district or state considers potential changes in their programming for kindergarten

students that they identify developmentally appropriate practices, potential cost savings (transportation, remediation, child

care), setting up pilot programs using standardized testing to measure effectiveness, and consider kindergartenprogramming as part of the development of a comprehensive plan for children up to age 8 years.

This planning will result in long-term engagement in the learning process which supports our schools work with

families to prepare students for the responsibilities related to earning a living, consumer competency, and adapting to

change as part of the community.

Resources retrieved from the web and books include:

Ackerman, D., Barnett, S., & Robin, K. (March, 2005). Making the most of kindergarten: Present trends and future issuesin the provision of full-day programs.http://nieer.org/resources/policyreports/report4.pdf

Bornfreund, L. (December, 2012). The half-day kindergarten-common core mismatch,Education Week Spotlight,

32(13), 33-35. http://www.edweek.org/ew/articles/2012/12/05/13bornfreund.h32.html

Brewster, C. & Railsback, J . (2002). Full-Day kindergarten: Exploring an option for extended learning. Northwest

Regional Educational Laboratory, Portland: OR. http://educationnorthwest.org/webfm_send/467

Cannon, J., J acknowitz, A. & Painter, G. (2006). Is full better than half? Examining the longitudinal effects of full-daykindergarten attendance.J ournal of Policy Analysis andManagement, 25, 299-321.http://www.rand.org/content/dam/rand/pubs/working_papers/2005/RAND_WR266-1.pdf


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Carnes, G. and Albrecht, N. (2007). Academic and social-emotional effects of full day kindergarten : The benefits of time

Emporia State Research Studies, 43(2), 64-72. http://academic.emporia.edu/esrs/vol43/carnes.pdf

Childrens Defense Fund (2012). The facts about full-day kindergarten. http://www.childrensdefense.org/child-research-

data-publications/data/the-facts-about-fullday.pdf

Childrens Defense Fund (2012). Full day kindergarten in the states. http://www.childrensdefense.org/child-research-

data-publications/data/state-data-repository/fullday-k/full-day-kindergarten-states-2012.html

Common Core Standards (Math) http://www.corestandards.org/MathCommon Core Standards (English Language Arts) http://www.corestandards.org/ELA-Literacy

Eaton, J. J., Rapp, K.E., Woong, L., Nowak, J., Hansen, J.A., & Bartleson, A. (January, 2004). Prepared forthe Effects of Full Day Versus Half Day Kindergarten: Review and Analysis of National and Indiana Data.http://www.iub.edu/~ceep/projects/PDF/FDK_report_final.pdf

Hildebrand, C. (1990).Effects of all-day, and half-day kindergarten programming on reading, writing, math and

classroom social behavior. National FORUM J ournals,Lake Charles: LA.

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Hildebrand,%20Charlene%20Effects%20of%

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