For Whom the School Bells Toll
Does all-day kindergarten work?
states “That I’m having a hard time keeping
my children interested in school studies and
that most of them tend to fall asleep during
the second half of the day.” Ruth’s big
concern is that of her student’s health, no
studies on the affects to student’s health
have been rendered yet.
Mrs. Milner
reminds her staff each day that if a student’s
interest in school decrease during the latter
part of the day, those students should be able
to take a nap or make a sudden change in the
curriculum to keep kids interested and alert.
One can definitely see this saving money on
day care expenses. The new requirements
would still take a hefty toll on taxes.
A
s another school year in
Utah begins, educators are
finding out that the answer
isn’t so simple in running kindergarten allday. Do teachers risk the health of tens of
thousands of children entering the public
school system, in hopes of finding a solution
to advancing the education of these young
scholars? Or find they are running an all
day care center, definitely making parents
happier.
States around the country are
expanding preschool and kindergarten
programs in an effort to improve later
student achievement (Utah started in 2007).
Throughout the first week of school
kindergartners in Utah will undergo 30minutes of grueling assessments that should
provide their teachers a better means of
measuring a student’s progress throughout
the school year. And this year’s results may
show how much money will be needed. It is
estimated right now at 30 million annually.
Of course this funding will come from mom
and dad’s wallet’s as taxes will have to be
raised. As it stands right now the federal
funds for this extension of school hours is to
expire in 2011.
Schools will have to double class
room sizes or build on to existing schools to
make room for the students that would show
up the other half of the day, along with more
computers, teachers, and double the school
supplies.
In addition to citing added expenses
and space requirements as problems,
opponents argue that full-day programs may
become too academic, concentrating on
basic skills before children are ready. There
is also concern that one half-day of an allday program may become merely child care.
Ruth Miller, a teacher at Whittier
Elementary in Salt Lake City
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Education Reform
What the Research Says
Arizona’s
Governor
Janet
Napolitano has made expanded kindergarten
a key piece of her education reform strategy,
saying “The data is simply overwhelming
that the combination of quality childcare and
full-day kindergarten will reap rewards
many time the financial investment we make
now.
Our children will have higher
academic achievement if we start them off
to a stronger footing.”
Research has shown that half-day to
full-day kindergarten provides a relaxed,
unhurried school day with more time to for a
variety of learning experiences and quality
of interaction between adults and students.
Students taking part in full-day programs
demonstrated stronger academic growth as
much as a year later (Stinard research,
2003). Stinard found that full-day students
performed as well or better than half-day
students in every way with no adverse
effects.
A study performed by the
intermountain school districts shows test
scores throughout its districts that offered
all-day kindergarten programs after its
inaugural year showed much improvement
in reading and math test scores. Based on
this study educators found schools in the
public system had a faster per student
achievement gain.
In most urban schools having full
time kindergarten had improved the literacy
and language development, in which truly
helps break the barrier of the so many ethnic
children attending school and coming from
homes that don’t speak English.
Children are benefiting both socially
and emotionally with a full-day of school, it
gives them more time in a structured setting
which may enhance their social, emotional,
and behavioral development. This has also
helped close the gap of rich school poor
school. Children attending schools in the
poorer areas of Utah have scored about 40
points lower on entering kindergarten
assessments than their economically
advantaged peers, a reflection of their
learning opportunities, not their intelligence.
Among those enrolled in full-day
kindergarten in 2004-05 and in 2007-08,
reading scores improved dramatically-even
more than those in half-day kindergarten.
Reports from school districts about
program’s first year show extended-day
kindergartens advanced faster than their
half-day peers.
Districts involved also
report that fewer than 5 percent of parents
who are offered the full-day option turn
down the opportunity.
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Those
enrolled
in
full-day
kindergarten nearly closed the gap by year’s
end. It has proven that a full-day will save
money in the long term by helping reduce
the need for extra tutoring or for retaining
students later down the road.
Competition for funding and a quality
staff. Full-day kindergarten efforts are
competing for funds with other initiatives
such as preschool and daycare.
This
competition can result in loss of preschool
staff for higher paying kindergarten
positions.
Local autonomy. Pointing to differences in
local contexts, demographic, facilities, and
parents demand, some will argue that
kindergarten policies should be locally
driven.
Concerns
In consideration whether or not to
encourage or drop the extended kindergarten
program, the Utah state policymakers are
aware of some of the common concerns
about refunding this program.
The
following were put together by: American
Daily, (Analysis with Political and Social
Commentary).
In conclusion
The length of the school day is only
dimension of the kindergarten experience.
Other important issues include the nature of
the kindergarten curriculum and the quality
of teaching. In general research suggest that
as long as the curriculum is developmentally
appropriate and intellectually stimulating,
either full or half day scheduling can
provide an adequate introduction to school.
Demands on children. Some worry about
subjecting young children to an overly
demanding curriculum. While others worry
that by being in school for more hours,
children will lose important time for
informal play and personal exploration or
just being a kid.
Accessibility. The targeting of underserved
students could lead to complaints from those
not included in the program. In most Salt
Lake schools there is a waiting list for
students to get into a successful class room.
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