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Is Kindergarten the New First Grade

Version
1
Resource Type
Dataset
Creator
  • Bassok, Daphna (University of Virginia)
Publication Date
2020-05-24
Funding Reference
  • American Education Research Association
Description
  • Abstract

    Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers’ beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities
Availability
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Relations
  • Is supplement to
    DOI: 10.1177/2332858415616358 (Text)
Publications
  • Bassok, Daphna, Scott Latham, and Anna Rorem. “Is Kindergarten the New First Grade?” AERA Open 2, no. 1 (January 2016): 233285841561635. https://doi.org/10.1177/2332858415616358.
    • ID: 10.1177/2332858415616358 (DOI)

Update Metadata: 2020-05-24 | Issue Number: 1 | Registration Date: 2020-05-24

Bassok, Daphna (2020): Is Kindergarten the New First Grade. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E119583V1