Time to Learn: Instructional Time Use in Pre-Kindergarten

• In Event: The Benefits and Consequences of Educational Data Systems

Abstract

Prior research has examined how time is allocated in pre-kindergarten classrooms. This study builds on that work to describe the variability in observed and teacher-reported instructional time-use as it is correlated with student outcomes. Using multiple linear regression and data from a randomized control trial in a public-school district in Colorado, my preliminary results show that on average the proportion of time spent on reading and math is similar across full- and half-day pre-kindergarten classroom. On average, full-day classrooms spend a greater proportion of their time on napping and meals, while half-day classrooms spend a slightly greater part of their day on social studies/science, music/art, and play.

Authors

• Hannah Kay Denker, University of Colorado - Boulder

• Allison C. Atteberry, University of Virginia

• Mimi Engel, University of Colorado Boulder