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Making the Grade? Kindergarten Readiness In Connecticut

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Date
2017-05-01
Author
DeVito, Samantha
Advisor
Muschkin, Clara G
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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 thesis
Department
Public Policy Studies
Subject
education
kindergarten
early childhood
policy
teachers
preschool
Permalink
https://hdl.handle.net/10161/14247
Citation
DeVito, Samantha (2017). Making the Grade? Kindergarten Readiness In Connecticut. Honors thesis, Duke University. Retrieved from https://hdl.handle.net/10161/14247.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

Rights for Collection: Undergraduate Honors Theses and Student papers


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