Child Care and Early Education Research Connections

Skip to main content

A missed opportunity?: Instructional content redundancy in pre-k and kindergarten

Description:
Policy observers have expressed concern over whether misalignment between pre-K and K–12 has negative consequences for children. This study considers students’ exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state’s public pre-K program, and for whom is redundancy most likely? Overall, findings from teacher surveys show that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K. The highest rates of redundancy seem to occur for basic (rather than advanced) content items, including the identification of letters and sight words. Moreover, children from families who live at or below the poverty line experience significantly higher rates of redundant content. Implications for policy, practice, and future research are discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
North Carolina

- You May Also Like

These resources share similarities with the current selection.

Teaching students what they already know?: The (mis)alignment between mathematics instructional content and student knowledge in kindergarten

Reports & Papers

(Mis)Alignment of instructional policy supports in Pre-K and
kindergarten: Evidence from rural districts in North Carolina

Reports & Papers

Public safety can't wait: California's preschool shortage, a missed opportunity for crime prevention

Other
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT