Starting out right: pre-k and kindergarten
Posted by on December 04, 2011
Starting Out Right: Pre-K and Kindergarten
A report based on data from the Early Childhood Longitudinal Study conducted by the National Center for Education Statistics states that children overall improve their chances at reaching higher reading levels when they attend pre-k and half-day kindergarten. In particular, this combined intervention was beneficial for low-income students, English Language Learners, and black and Hispanic children. The data also show that a mother’s education level is still a powerful factor in children’s reading.
This study provides more evidence for the value of pre-kindergarten, especially in combination with kindergarten. It has particular benefits for closing achievement gaps, and shows the value of pre-k in comprehensive school improvement plans. The report provides a listing of questions for school board members to consider regarding needs and funding to help in developing programs that meet a community’s needs.
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