Kindergarten

This issue brief from the New America Foundation, Counting Kids and Tracking Funds in Pre-K and Kindergarten: Falling Short at the Local Level, released in concert with the expansion of the FEBP database, details the problems that stem from states’ lack of data and outlines policy recommendations.

This presentation was given by Dr. Jason Sachs, the Director of Early Childhood Education for the Boston Public Schools, at the Annual PreK-3rd Leadership Conference hosted by the Advocates for Children of New Jersey in conjunction with its partners from the New Jersey Department of Education, the New Jersey Principals and Supervisors Association, and Brookdale Community College.

ACNJ provides a snapshot of Kindergarten in New Jersey and provide policy recommendations for the state.

The 50-state study finds that less than two-thirds of America’s five-year-olds attend a full-day program and only nine states guarantee universal full-day kindergarten.

A new Policy to Action Brief, PreK-3rd: Putting Full-Day Kindergarten in the Middle, calls for Full-Day-Kindergarten (FDK) to be an integral part of a 21st Century P-20 education system.

This Policy Brief from the Center for Law and Social Policy’s Child Care and Early Education Series finds that 29 states use a mixed-delivery method approach for pre-Kindergarten programs.

Jensen, B. (2006). Mathematics Achievement of Spanish-Speaking Kindergartners and the Impact of Teacher Characteristics: A Mediation Hypothesis.