Full-Day Full-Day KindergartenKindergarten

Full-Day Full-Day KindergartenKindergarten

Do the gains made to date Do the gains made to date suggest that it is worth the suggest that it is worth the

$$?$$?

All Measures Point to

Yes!• DIBELS

• Teacher Interview

• Parent Survey

• DAP

DIBELS Results

• Year-end results show full-day

kindergarten at least slightly higher

in every measure.

• Large improvements in Letter-

Naming Fluency and Nonsense

Word Fluency

Teacher Interview ResultsFull-day kindergarten allows for more…

• Math – more in depth & more concepts

• Reading – more enrichment activities; no longer losing students

due to unrealistic pace expectations

• Writing – expanded from letters and familiar words to a couple

complete sentences

• Free exploration time (centers), a real learning motivator for

students

• Additional Curriculum in spelling, science, and social studies

“Full-day kindergarten creates a more caring environment, and

makes for happier students and a happier teacher.”

Parent Survey Results

100% (of those who participated) agree that full-day kindergarten allowed their child to improve their reading and math skills more so than half-day kindergarten

"It helps them hold information they learn and enjoy school better."

“Had one in full-day this year, and one in half-day last year. They really learn twice the amount in full-day. Big, big difference in the two kids. I love all

day kindergarten!”

DAP Results

• Initial gains were greater in full-

day kindergarten.

• Due to the ceiling effect, overall

gains were about the same.

Average DAP Scores by Year

40%

50%

60%

70%

80%

90%

100%

2005-6 Half-day 47% 60% 77% 86% 96%

2006-7 Half-day 40.88% 55.03% 70.66% 79.80% 87.82%

2007-8 Full-day 49.63% 69.06% 88.16% 95.31% 97.84%

Pretest 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

DAP Results (cont.)

• Looking at individual scores showed us

why the gains came to a halt.

• Students were hitting the “ceiling” of

the current test starting in the 3rd

quarter.

Ceiling Effect

• The majority of scores are at or near

the maximum possible (100%) for

the test.

• Little to no room for additional gains

because the highest score possible

has already been achieved.

DAP Results (cont.)

• Comparing the percentages of

students that achieved 100% on the

current DAP at the end of the school

year reveals the real gains for full-

day kindergarten.

100%95-

99%90-

94%85-

89%80-

85%70-

79%60-

69%50-

59%40-

49%30-

39%20-

29%10-

19%0-9%

2005-6 Half -day 40.91% 36.36% 13.64% 0.00% 4.55% 4.55% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

2006-7 Half -day 10.81% 37.84% 16.22% 10.81% 2.70% 8.11% 8.11% 2.70% 0.00% 0.00% 2.70% 0.00% 0.00%

2007-8 Full-day 52.78% 19.44% 13.89% 2.78% 2.78% 5.56% 2.78% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

2008-9 Full-Day 43.59% 38.46% 5.13% 7.69% 0.00% 0.00% 5.13% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Perc

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DAP Score Ranges

Percentage of Students within each DAP Score Range in the 4th Quarter

2005-6 Half-day

2006-7 Half-day

2007-8 Full-day

2008-9 Full-Day