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65.038 - Kindergarten in Transition: Purpose, Entry Age, Curriculum, and Student Outcomes
Sun, April 19, 2:15 to 3:45pm, Swissotel, Floor: Event Centre Second Level, St. Gallen 2Session Type: Symposium
Abstract
This session includes five papers that explore a range of questions related to today’s kindergarten experience. Three of the five papers in the proposed session examine time use and instructional practices inside kindergarten classrooms, four leverage newly released data from the Early Childhood Longitudinal Study of Kindergarten in 2010 (ECLS-K:2010), and one takes advantage of statewide micro-level census data in North Carolina. The papers explore a range of questions related to school readiness at kindergarten entry, policy changes, and the effects of instructional practices and content coverage in kindergarten on a wide range of student outcomes. Taken together, the proposed papers have important implications for policy and practice related to kindergarten.
Sub Unit
Chair
Papers
Kids Today: Changes in School Readiness in an Early Childhood Era - Daphna Bassok, University of Virginia; Scott Latham, University of Virginia
Will Increasing the Kindergarten Birth Date Cutoff Improve Student Test Score Outcomes? Evidence From North Carolina - Kevin Fortner, Georgia State University; Jade Jenkins, University of California - Irvine
The Effects of Teachers' Time Use on Students' Socioemotional and Behavioral Outcomes in Kindergarten - Mimi Engel, Vanderbilt University; Amy Claessens, University of Chicago
Kindergarten Mathematics Instruction and the Common Core - Tyler Watts, University of California - Irvine; George Farkas, University of California - Irvine; Greg Duncan, University of California - Irvine
Is There a Role for Applied Math Instruction in Kindergarten? - Michael A. Gottfried, University of California - Santa Barbara