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Full-day 4K in year two: Examining classroom pedagogy in 4K and 5K


MMSD implemented full-day 4K starting in 2021-2022 as a part of the district’s equity goals, with the intention to provide free and supportive programming while addressing family and child needs. During 2022-2023, the Madison Education Partnership (MEP), in collaboration with the MMSD Departments of Early Learning and Research & Innovation, implemented a second year of an evaluation of the program to understand how enrolling in full-day 4K affects student learning relative to half-day 4K and whether children who participated in the first year of the evaluation showed additional gains in 5K. In addition to assessing gains in achievement over the course of the year, we observed in 24 classrooms and interviewed 23 teachers to examine patterns in 4K and 5K pedagogy that may be influencing child gains across those years and identify qualitative differences in instruction, time use, and culturally responsive and inclusive practices across full-day 4K, half-day 4K, and 5K classrooms. In this report, we discuss findings from the classroom observations and interviews. (author abstract)

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Reports & Papers
United States
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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