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Are There Long-term Academic Benefits of

Are There Long-term Academic Benefits of Full-Day Kindergarten? A PATHS Equity for Children Project. Image courtesy of Vlado : FreeDigitalPhotos.net. Marni Brownell, PhD CPHA Annual Conference Toronto, Ontario, May 27, 2014.

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Are There Long-term Academic Benefits of

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  1. Are There Long-term Academic Benefits of Full-Day Kindergarten? A PATHS Equity for Children Project Image courtesy of Vlado: FreeDigitalPhotos.net Marni Brownell, PhD CPHA Annual Conference Toronto, Ontario, May 27, 2014

  2. Project Team:Marni Brownell, Elaine Burland, Dan Chateau, Leah Crockett, Chun Yan Goh, Pat Martens, Nathan Nickel, Rob Santos, Joy Sarkar, Carole Taylor Collaborators:Leanne Boyd (HCMO), Wenda Dickens (ME), Joanne Dumaine(DSFM), Tanis Pshebniski(St. James SD), Beverly Zakaluk (Faculty of Ed, retired) This Programmatic Grant to Reduce Health Inequity was supported by the Canadian Institutes of Health Research (www.cihr-irsc.gc.ca) and the Heart & Stroke Foundation of Canada

  3. What we already know about Full-Day Kindergarten (FDK) • Most of the research on FDK comes from the USA • Tends to show that there are short-term benefits for children attending FDK – improved literacy and numeracy skills in Grade 1 • Studies tend to show that benefits fade over time – usually by end of grade 3

  4. Criticism of Past Research • Half-Day Kindergarten (HDK) comparison groups – generally more advantaged • Few studies follow kids past grade 3

  5. Manitoba advantage • Were able to follow several thousand children over time • Could look at educational outcomes several years after Kindergarten (up to Grade 9) • Used state-of-the-art statistical modeling to ensure FDK and HDK groups really were comparable

  6. Full-Day Kindergarten - Populations Studied

  7. Significant Findings

  8. Significant Findings

  9. How confident can we be of these findings? • Likely, there exists some unmeasured confounding. • How much confounding is needed to nullify our findings? CONFOUNDER Impact on Gr. 7 math Not Significant Strength of Confounder (31.6%)

  10. How confident can we be of these findings? • Likely, there exists some unmeasured confounding. • How much confounding is needed to nullify our findings? CONFOUNDER Impact on Gr. 7 engagement Not Significant Strength of Confounder (1.4%)

  11. Robust, Significant Findings

  12. Policy Implications • We found few long-term benefits of FDK • FDK programs targeted at low income areas may confer some benefits, but these appear to be limited to numeracy and benefit lower income girls • These limited benefits should be weighed against costs of FDK programs

  13. Limitations • Have not examined emotional/social outcomes, self-control – focused on academic (and student engagement)

  14. Thank You / Questions • umanitoba.ca/centres/mchp • facebook.com/mchp.umanitoba • twitter.com/mchp_umanitoba (@mchp_umanitoba)

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