Full-Day Kindergarten

Research from the National Education Association

https://www.nea.org/assets/docs/HE/mf_fdkfactsheet.pdf

West Ed Policy Brief on Full-Day Kindergarten: Expanding Learning Opportunities

https://www.nj.gov/education/ece/k/FullDayK.pdf

Longitudinal data demonstrates that children in full-day classes show greater reading and mathematics achievement gains than those in half-day classes.

Watson, Jill and West, Jerry, Full-Day and Half-Day Kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten class of 1998-1999. U.S. Department of Education, National Center for Education Statistics, 2004, http://nces.ed.gov/pubs204/web/2004078.asp.

Ackerman, Debora J., Barnett, W. Steven, and Robin, Kenneth B. Making the Most of Kindergarten: Present Trends and Future Issues in the Provision of Full-day Programs. National Institute for Early Education Research, March, 2005. http://nieer.org/docs/?DocID=118.

Full-day kindergarten can produce long-term educational gains, especially for low-income and minority students.

Plucker, Jonathan A., Eaton, Jessica J., Rapp, Kelly E., et.al. The Effects of Full Day Versus Half Day Kindergarten: Review and Analysis of National and Indiana Data. Center for Evaluation and Education Policy, January 2004. www.doe.state.in.us/primetime/pdf/fulldaykreport.pdf.

Cryan, John R., Sheehan, Robert, Wiechel, Jane, and Bandy-Hedden, Irene G. “Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after.” Early Childhood Research Quarterly, 1992, v.7, no. 2, 187-203

Education Commission of the States. Full-Day Kindergarten Programs Improve Chances of Academic Success. The Progress of Education Reform 2004, ECS, V. 5, no.4, September 2004.

Montgomery County Public Schools. Early Success: Closing the Opportunity Gap for Our Youngest Learners Montgomery County (Maryland) Public Schools, July 2004, www.mcps.k12.md.us/departments/superintendent/docs/early_success.pdf

Viadero, Debra. “Study: Full Day Kindergarten Boosts Academic Performance.” Education Week, April 17, 2002, v. 21, no.31, p.14.

Recent research has demonstrated that funds invested in quality early education programs produce powerful returns on investment.

Heckman, James J. and Masterov, Dimitriy V. The Productivity Argument for Investing in Young Children. Working Paper 5, Invest in Kids Working Group, Committee for Economic Development, October 2004. http://jenni.uchicago.edu/Invest/.

Lynch, Robert. Exceptional Returns: Economic, Fiscal and Social Benefits of Investment in Early Childhood Education. Economic Policy Institute, 2005. www.epinet.org/content.cfm/books_exceptional_returns.

Full-day kindergarten provides a bridge between prekindergarten programs and the early elementary years.

Education Commission of the States. Full-Day Kindergarten: A Study of State Policies in the United States. ECS, June 2005. www.fcd-us.org/PDFs/ECS_FDK.pdf.

Full-day kindergarten enables teachers to assess students” needs and abilities more effectively, leading to early intervention.

Plucker, Jonathan A., Eaton, Jessica J., Rapp, Kelly E., et. al. The Effects of Full Day Versus Half Day Kindergarten: Review and Analysis of National and Indiana Data. Center for Evaluation and Education Policy, January 2004. www.doe.state.in.us/primetime/pdf/fulldaykreport.pdf.

Teachers get to know students better; they are able to develop a richer understanding of students’ needs and, in turn, to develop activities and lessons to meet those needs.

Elicker, J. and Mathur, S. “What do they do all day? Comprehensive evaluation of a full-day kindergarten.” Early Childhood Research Quarterly, v.12, no. 4, pp. 459-480, 1997.

Comparison studies demonstrate that parents prefer full-day kindergarten.

Early Education for All. “Investing in Full-Day Kindergarten Is Essential.” Citing West, Jerry, Denton, Kristin, and Germino-Hausken, Elvira. America’s Kindergartners. National Center for Educational Statistics, 2000.

Education Commission of the States. Full-Day Kindergarten: A Study of State Policies in the United States. ECS, June 2005. www.fcd-us.org/PDFs/ECS_FDK.pdf.

A full day of learning offers social, emotional and intellectual benefits to kindergartners. They have more time to focus on activities, to reflect on activities and to transition between activities.

Ackerman, Debora J., Barnett, W. Steven, and Robin, Kenneth B. Making the Most of Kindergarten: Present Trends and Future Issues in the Provision of Full-day Programs. National Institute for Early Education Research, March, 2005. http://nieer.org/docs/?DocID118.

Cryan, John R., Sheehan, Robert, Wiechel, Jane, and Bandy-Hedden, Irene G. “Success outcomes of Full-day kindergarten: More positive behavior and increased achievement in the years after.” Early Childhood Research Quarterly, 1992, v.7, no.2, 187-203.

Children's Defense Fund. (2012). The State of America's Children Handbook (Rep.). -- https://www.childrensdefense.org/child-watch-columns/health/2012/the-state-of-americas-children-2012/

Libassi, C. J. (2014, December 5). Best research yet on the effects of full day kindergarten (Rep.). doi: https://www.newamerica.org/education-policy/edcentral/fullday-k-research/

National Center for Education Statistics, 2010. “Kindergarten requirements, by State: 2010.”http://nces.ed.gov/programs/statereform/tab5_3.asp

New Jersey Department of Education Division of Early Childhood Education New Jersey. 2011. Kindergarten implementation guidelines (pp. 1-101, Rep.). Retrieved at http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf

Sege, I. (2012, May 8). Full-day kindergarten should be universal. Common Wealth. Retrieved November 8, 2017, from https://commonwealthmagazine.org/education/006-full-day-kindergarten-should-be-universal/

Van Roekel, D. (2008). Full-day kindergarten helps close achievement gaps. NEA Policy Brief - NEA Education and Policy Department, 1-4. Retrieved fromhttp://www.nea.org/assets/docs/HE/mf_fulldayk08pb12.pdf

WestEd Policy Brief (2005, April). Full-Day Kindergarten: Expanding Learning Opportunities -- https://www.nj.gov/education/ece/k/FullDayK.pdf

Comprehensive Middle School

What does the research say?

http://www.amle.org/Portals/0/pdf/research_summaries/Student_Achievement.pdf

“The results of these middle grades studies are promising. They provide middle grades practitioners, scholars, advocates, and policymakers with a firm foundation that links the middle school concept to improved student academic and socio-emotional development.”

Anfara, V.A., Jr., Andrews, P.G., Hough, D.L. Mertens, S.B., Mizelle, N.B., & White, G.P. (2003). Research and resources in support of This We Believe. Westerville, OH: National Middle School Association.

Anfara, V.A., Jr. & Lipka, R.P. (2003). Relating the middle school concept to student achievement. Middle School Journal, 35(1), 24-32.

Backes, J., Ralston, A., & Ingwalson, G. (199). Middle level reform: The impact on student achievement. Research in Middle Level Education Quarterly, 22(3), 43-57.

Feiner, R.D., Jackson, A.W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1977). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550.

Flowers, N. Mertens, S.B., & Mulhall, P. (1999). The impact of teaming: Five research-based outcomes of teaming. Middle School Journal, 31(2), 57-60.

Lee, V., & Smith, J. (1993). Effects of school restructuring on the achievements and engagement of middle-grades students. Sociology of Education, 66(3), 164-187.

Lee, V., & Smith, J. (2000). School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievement. American Educational Research Journal, 37(1), 3-31.

Lee, V., Smith, J, Perry, T.E. & Smylie, M.A. (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School Research, University of Chicago.

McLaughlin, D. & Drori, G. (2000). School-level correlates of academic achievement: Student assessment scores in SASS public schools. (NCES 2000-303). U.S. Department of Education, National Center for Education Statistics, Washington, DC: U.S. Government Printing Office.

Mertens, S.B. & Flowers, N (2006). Middle Start’s impact on comprehensive middle school reform. Middle Grades Research Journal, 1(1), 1-26.

Mertens, S.B. & Flowers, N., & Mulhall, P. (1998). The Middle Start Initiative, phase I: A longitudinal analysis of Michigan middle-level schools. Champaign, IL: Center for Prevention research and Development, University of Illinois.

Mertens, S.B. & Flowers, N., & Mulhall, P. (2002). The relationship between middle-grades teacher certification and teaching practices. In V.A. Anfara, Jr., & S.L. Stacki (Eds.), Middle school curriculum, instruction, and assessment ( pp. 119-138). Greenwich, CT: Information Age Publishing.

Mertens, S.B. & Flowers, N., & Mulhall, P. (2003). Should middle grades students be left alone after school? Middle School Journal, 34(50, 57-61.

Sweetland, S.R & Hoy, W.K. (2000). School characteristics and educational outcomes: Toward an organization model of student achievement in middle schools. Education Administration Quarterly, 36(5), 703-729.

Building Professional Learning Communities

What does the research say about professional learning communities:

“In a seminal professional development research study using national teacher survey data, Garet et al. (1999) determined that certain professional development activity features had a positive impact on teacher learning. Workshops, conferences, and short-term training– traditional professional development activities–had less impact on teacher learning than reform activities such as study groups and mentoring. ”

“The burgeoning research supporting collaboration as an effective professional development process supports AMLE’s long standing promotion of collaborative structures such as interdisciplinary teaming, professional learning communities, and common teacher planning time, for adult and student learning.

”http://www.amle.org/Publications/ResearchSummary/TabId/622/ArtMID/2112/ArticleID/466/Professional- Learning-and-Professional-Development-in-the-Middle-Grades.aspx

http://www.amle.org/Publications/ResearchSummary/TabId/622/ArtMID/2112/ArticleID/310/Professional- Learning-Communities.aspx