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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