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More Work, Less Play: Kindergarten, Post-NCLB

by Jill Bowdon & Laura M. Desimone - November 04, 2014

How has kindergarten changed in the past decade? We used data from the 1998–99 and 2010–11 kindergarten cohorts of the Early Childhood Longitudinal Study to contrast teaching and learning in kindergarten pre-and post-­NCLB. Findings show that, post-­NCLB, kindergartners were taught more rigorous content and their teachers judged them as more proficient. However, children spent less time on art, pretend play, and child-led exploration and more time on teacher-directed instruction and worksheets. Disparities between students attending high and low poverty schools in student proficiency and instructional practices persisted but did not widen.

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Cite This Article as: Teachers College Record, Date Published: November 04, 2014
https://www.tcrecord.org ID Number: 17742, Date Accessed: 4/21/2021 3:41:48 PM

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About the Author
  • Jill Bowdon
    University of Pennsylvania
    E-mail Author
    JILL BOWDON earned her PhD in sociology at University of Wisconsin-Madison and is currently an Institute of Education Sciences Postdoctoral Fellow at the University of Pennsylvania. Her research focuses on how schooling and home environments impact skill development in early childhood.
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    LAURA M. DESIMONE is an associate professor of public policy and education at the University of Pennsylvania. She studies the effects of K-12 education policy on teachers and student achievement, with a focus on teacher learning and classroom implementation. Recent publications include an article in Teachers College Record on teacher and administrator responses to standards-based reform and an article in the Journal of Teacher Education on formal and informal mentoring.
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