Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Beth Minor
Dr. Linell Monson
The purpose of this program evaluation document is to provide a rationale and structure for implementing full-day kindergarten. The persistence of the achievement gap in the United States requires considerable and deliberate action to narrow and eliminate the gap over time. With the evolving educational landscape and the adoption of the Common Core State Standards, early education, including systematically designed and implemented full-day kindergarten are one way to afford children the opportunity to begin their education on pace to succeed. This program evaluation examines the differences between half-day kindergarten and full-day kindergarten programs including data analysis from the first year of full-day kindergarten implementation in a large suburban school district. This evaluation of full-day kindergarten reveals the benefits of a full-day program result from a quality kindergarten program that makes use of the additional time with students.
Houlihan, Amy, "AN EVALUATION OF FULL-DAY KINDERGARTEN PROGRAMMING" (2017). Dissertations. 261.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons