Does Attending an All-day Kindergarten Have an Effect on Mathematics Achievement?

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The study explores the longitudinal effects of all-day kindergarten on student’s mathematics achievement from fall of kindergarten through the spring of first grade. Using data from the first four rounds of the Early Childhood Longitudinal Survey - Kindergarten (ECLS-K) from National Center for Education Statistics (NCES) in the United States, two sets of two-level hierarchical linear models were performed as longitudinal multilevel analyses. The first set included the entire student population as one model and the second set consisted of five separate HLM models, each representing one of five socio-economic (SES) quintiles. We found: (1) when the analyses included the entire population, the all-day kindergarten students begin with significantly higher math scores, but do not show significantly different rates of change as compared to their half-day kindergarten counterparts; and (2) when the analyses are applied to the five SES quintiles, the all-day students of the lower two SES groups and the highest SES group show significantly higher initial scores than do those of the half-day students, although the change rates for the scores in all the SES groups do not differ.

Keywords: All-Day Kindergarten, Social Class, Math Achievement, Longitudinal Analysis
Stream: Education and Social Welfare
Presentation Type: Virtual Presentation in English
Paper: , Does Attending an All-day Kindergarten have an Effect on Mathematics Achievement?

Dr. Mido Chang

Assistant Professor, Educational Research and Evaluation, Virginia Tech
Blacksburg, VA, USA

Dr. Mido Chang is an assistant professor of Department of Educational Leadership and Policy Studies at Virginia Tech, teaching statistics courses including Quantitative Research Methods in Education, Multivariate Statistics, Multiple Regression, and Hierarchical Linear Models. She earned Ph.D. in statistics, measurement, and evaluation from Columbia University, and three masters’ degrees in child development, TESOL, and applied statistics, and several years of teaching elementary and high school students.
Her research focuses on longitudinal growth models and multilevel models, covering multiple waves of growth trajectory; non-linear and growth curve models. She applies the statistical models to explore educational policy issues related to the academic achievement of educationally disadvantaged students. Her recent studies have dealt with the effects of social context, school programs and teachers’ class practices on the academic performance of immigrant and minority students, using nationally representative databases.

Dr. Lisa G. Driscoll

Assistant Professor, Educational Leadership & Policy Studies, Virginia Tech
Blacksburg, VA, USA

Lisa G. Driscoll is an assistant professor of Educational Leadership at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. She is a policy analyst with a focus on equity in children’s access to resources in schools for academic and health benefits. Dr. Driscoll has performed fiscal equity analyses of state and local public school funding systems and completed several school-based health interventions with the goal of overweight prevention and wellness promotion. Dr. Driscoll is interested in longitudinal growth modeling to study the relationships among variables and their effects over time that link policy and practice in education.

Youngji Y. Sung

Ph.D. Candidate, Educational Research and Evaluation, Virginia Tech
Blacksburg, VA, USA

Youngji Y. Sung is a PhD candidate in Educational Research and Evaluation program at Virginia Polytechnic Institute and State University. Her research interest is in academic achievement growth of language minority students and the factors that affect their academic performance. Since her enrollment in Virginia Tech, she has conducted educational research that utilized advanced statistics including multivariate statistics and hierarchical linear modeling for valid and reliable analysis. Before coming to Virginia Tech, Ms. Yoon Sung taught at colleges in Korea as an instructor for four years. Ms. Yoon Sung holds a BE in Statistics from Korea University, and an MBA with a concentration of Finance from Texas Tech.

Ref: I08P0935