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<p>This paper provided new evidence on three kindergarten instructional practices that may be associated with better reading and math skills, particularly for children of less educated parents: (1) full-day kindergarten; (2) more instructional time; and (3) ability grouping. The analysis used Early Childhood Longitudinal Study Kindergarten Cohort 2010–2011 on a large and nationally representative sample of children (N = 14,350) who entered kindergarten in fall 2010 (mean age = 67&#xa0;months) and hierarchical linear models. Results show that children of less-educated parents were more likely than their peers to experience these practices. Findings also reveal that the practices were positively associated with reading growth in kindergarten, regardless of parental education, but not thereafter. In terms of math, full day kindergarten, but not instruction time or ability grouping, was associated with higher growth rates during kindergarten, again regardless of parental education.</p>

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Kindergarten instructional practices and child reading and math growth from kindergarten through third grade

  • 期刊论文

  • 发表日期：

    2025年7月12日

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  • Yi Wang,
  • Jane Waldfogel

摘要

This paper provided new evidence on three kindergarten instructional practices that may be associated with better reading and math skills, particularly for children of less educated parents: (1) full-day kindergarten; (2) more instructional time; and (3) ability grouping. The analysis used Early Childhood Longitudinal Study Kindergarten Cohort 2010–2011 on a large and nationally representative sample of children (N = 14,350) who entered kindergarten in fall 2010 (mean age = 67 months) and hierarchical linear models. Results show that children of less-educated parents were more likely than their peers to experience these practices. Findings also reveal that the practices were positively associated with reading growth in kindergarten, regardless of parental education, but not thereafter. In terms of math, full day kindergarten, but not instruction time or ability grouping, was associated with higher growth rates during kindergarten, again regardless of parental education.