Year of Publication

1990

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Ann Stoddard

Second Advisor

Dr. William Herrold

Third Advisor

Dr. Kenneth Wilburn

Abstract

In an attempt to help developmentally young children experience success, many schools have established developmental kindergarten programs. An ex post facto study of a developmental kindergarten program in a Florida elementary school examined 598 student records covering five school years. Overall kindergarten retention rates before and after the implementation of the developmental kindergarten program were compared. Entry age, gender, and class size as factors in retention were also analyzed. A comparison of the entry age, gender, and kindergarten retentions before and after implementation of developmental kindergarten was also undertaken. Results of chi-square analyses showed no significant effects upon kindergarten retentions attributed to developmental kindergarten. The developmental kindergarten class, as implemented, had not significantly reduced overall retention rates for kindergarten students. Nor had it significantly reduced retention rates of at-risk students.

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