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1 results

  • 21 - The Effect of Kindergarten Instructional Policies on Reading and Math Achievement Gaps

  • from Part Three - Impact, Intervention and Equity
  • Edited by James Law, University of Newcastle upon Tyne, Sheena Reilly, Griffith University, Queensland, Cristina McKean, University of Newcastle upon Tyne
  • Book:
    Language Development
    Published online:
    11 August 2022
    Print publication:
    25 August 2022, pp 495-518

  • Summary

    This chapter provides new evidence on the effects of kindergarten instructional policies on reading and math achievement gaps between students from low and high socio-economic status (SES) families. Children enrolled in full-day kindergarten see greater gains in reading and math between fall and spring kindergarten than their counterparts who were enrolled half-day. There are also gains associated with instruction time and ability grouping within kindergarten programs. However, these effects are not significantly different for children from low vs high SES families. These results indicate that kindergarten instructional policies do matter for kindergarten learning but also suggest that if such policies are to play a role in reducing SES gaps, it would be through differentially assigning children from low SES families to them rather than through differential gains by SES.