Is Kindergarten the New First Grade? The Changing Nature of Kindergarten in the Age of Accountability

• In Event: Early Childhood Education Policy

Abstract

This paper aims examines changes in kindergarten classrooms between 1998 and 2006 using two, large, nationally-representative datasets. We focus on four key dimensions: (1) teachers’ beliefs about school readiness; (2) time allocated to core subjects; (3) curricular coverage and; (4) assessment practices. We describe these patterns and assess the evidence for the claim that the Federal No Child Left Behind Act (NCLB), trickled accountability pressure down into kindergarten classrooms. We find strong support for the claim that kindergarten classrooms are becoming increasingly academic. Nearly all measures we examined changed substantially over the relatively brief period examined and always in the direction consistent with a heightened academic focus. Policy implications are discussed.

Authors

• Daphna Bassok, University of Virginia

• Anna Rorem