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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

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


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


What we already know about full day kindergarten fdk
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


Criticism of past research
Criticism of Past Research

  • Half-Day Kindergarten (HDK) comparison groups – generally more advantaged

  • Few studies follow kids past grade 3


Manitoba advantage
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





How confident can we be of these findings
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%)


How confident can we be of these findings1
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%)



Policy implications
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


Limitations
Limitations

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


Thank You / Questions

  • umanitoba.ca/centres/mchp

  • facebook.com/mchp.umanitoba

  • twitter.com/mchp_umanitoba (@mchp_umanitoba)


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