Making the Grade? Kindergarten Readiness In Connecticut
Abstract
In Connecticut, 83% of kindergarteners attended preschool. Despite high preschool
enrollment, less than half of these students enter kindergarten consistently demonstrating
the language, literacy, numeracy and social skills needed for a successful transition
into formal schooling. I interviewed eleven kindergarten and eight preschool teachers
to examine factors that could contribute to gaps in school readiness. I compared their
opinions on which skills best indicate readiness, whether their expectations have
increased with the introduction of Common Core and No Child Left Behind, and whether
Connecticut’s current readiness assessment accurately indicates preparedness for kindergarten.
The interviews revealed that preschool and kindergarten teachers disagree on the importance
of mastering academic skills before entering kindergarten. Expectations at kindergarten
entry have not increased but some teachers questioned the appropriateness of the current
kindergarten curriculum for certain children. The skills included on Connecticut’s
current entry assessment accurately indicate preparedness for kindergarten. These
findings suggest that increasing communication between preschool and kindergarten
teachers could help preschool teachers align their curricula with the expectations
of kindergarten teachers. Connecticut could change the cut-off date for entry into
kindergarten to increase the appropriateness of the kindergarten curriculum. Furthermore,
future readiness tests should incorporate skills similar to those used in the current
assessment.
Type
Honors thesisDepartment
Public Policy StudiesPermalink
https://hdl.handle.net/10161/14247Citation
DeVito, Samantha (2017). Making the Grade? Kindergarten Readiness In Connecticut. Honors thesis, Duke University. Retrieved from https://hdl.handle.net/10161/14247.Collections
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