Description
TitleEvaluating the impact of the K-Excel program in Mount Olive public schools
Date Created2017
Other Date2017-05 (degree)
Extent1 online resource (xii, 113 p. : ill.)
DescriptionWhile most people believe that Kindergarten is beneficial to children, some studies have shown that the academic benefits of a full-day program verses a half-day program fade away by the third grade year, calling into question its long-term value (Kay & Pennucci, 2014; Votruba- Drzal, Maldonado-Carreno & LiGrining, 2008; Cannon, Jacknowitz, and Painter, 2006; Cooper et al., 2010; Wolgemuth et al., 2012). Many of the studies are disproportionately focused on urban areas, offering few studies of suburban impact from full-day programs. Despite this limited research, there has been an increase in the number of suburban districts adopting full-day kindergarten programs with approximately 85% of New Jersey districts now providing full-day kindergarten for all students (NJDOE, 2015). This is done at a significant cost to school budgets that are currently under spending caps. This two-year study examines the impact that full-day kindergarten has when compared to a half-day program in the suburban district of Mount Olive, New Jersey. The K-Excel Program was designed to help bring grade level equivalency rates up by combining half-day kindergarten with additional time in literacy and language arts instruction, effectively giving some students a full-day program. The study employs a mixed methods approach with both a pre-test/post-test design measuring the age and grade level equivalencies of the children and interview data from five first grade teachers and twelve first grade parents. Propensity score matching was used to reduce selection bias and improve the balance between comparison groups. The academic gains noted from a full-day kindergarten model were relatively small (.48 effect size) and were not found to be significant for those students that were on scholarship due to low initial scores. However, the interviews offered some insight into the fade out effect as well as support for the many ancillary academic, social, and emotional benefits that full-day kindergarten had for certain families. Specifically, ELL students, children of working parents with demanding jobs, and children suspected of having learning difficulties were reported to benefit most from the full-day program. There was also evidence that parents preferred the choice of either full-day or half-day programs. These findings led to program improvement recommendations for Mount Olive Public Schools as a part of this program evaluation.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Peter J. Hughes
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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