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Public school kindergarteners post same or greater gains as private school counterparts
November 29, 2006In the first study to examine differences in learning gains at the kindergarten level, William Carbonaro (University of Notre Dame) finds that publicly schooled kindergarteners post the same or greater learning gains than privately schooled kindergarteners. These findings come as a surprise because, as Carbonaro writes in the November issue of the American Journal of Education, "Both the financial costs of private schooling and other self-selection factors ensure that the private schools will have a more advantaged population of students than public schools."
Using data from the Early Childhood Longitudinal Study, Carbonaro points out that gains at higher academic levels are greater among privately schooled students. "On the one hand, it is reassuring that public kindergartens do as well or slightly better than private kindergartens in producing learning gains," Carbonaro writes.
"On the other hand, this remains something of a hollow victory because private school students still have substantially higher test scores at the end of kindergarten than public school students."
Carbonaro suggests that public schools may want to seriously consider instituting all-day kindergarten to catch up to private school achievement levels, as this would provide more learning opportunities without reducing the amount of time spent in school on nonacademic material.
University of Chicago Press Journals
Carbonaro suggests that public schools may want to seriously consider instituting all-day kindergarten to catch up to private school achievement levels, as this would provide more learning opportunities without reducing the amount of time spent in school on nonacademic material.
University of Chicago Press Journals
Learning Current Events and Learning News RSSSearch engines are source of learning
Search engine use is not just part of our daily routines; it is also becoming part of our learning process, according to Penn State researchers.
Shifting blame is socially contagious
Merely observing someone publicly blame an individual in an organization for a problem - even when the target is innocent - greatly increases the odds that the practice of blaming others will spread with the tenacity of the H1N1 flu, according to new research from the USC Marshall School of Business and Stanford University.
New Down syndrome treatment suggested by Stanford/Packard study in mice
At birth, children with Down syndrome aren't developmentally delayed. But as they age, these kids fall behind. Memory deficits inherent in Down syndrome hinder learning, making it hard for the brain to collect experiences needed for normal cognitive development.
Cognitive dysfunction reversed in mouse model of Down syndrome
A study by neuroscientist William C. Mobley, MD, PhD, chair of the Department of Neurosciences at the University of California, San Diego School of Medicine, and colleagues at Stanford University Medical School has demonstrated a possible new approach to slowing the inevitable progression of cognitive decline found in Down's syndrome.
University of Hawai'i at Manoa professor co-authors child development study
Brandy Frazier, assistant professor of psychology at UH Manoa, recently published a paper in Child Development titled, "Preschoolers' Search for Explanatory Information Within Adult-Child Conversation."
Hoping for a fluorescent basket case
Although recent advances have raised hopes that a protective vaccine can be developed, acquired immunodeficiency syndrome (AIDS) remains a major public health problem.
When preschoolers ask questions, they want explanations
Curiosity plays a big part in preschoolers' lives. A new study that explored why young children ask so many "why" questions concludes that children are motivated by a desire for explanation.
New brain findings on dyslexic children
The vast majority of school-aged children can focus on the voice of a teacher amid the cacophony of the typical classroom thanks to a brain that automatically focuses on relevant, predictable and repeating auditory information, according to new research from Northwestern University.
Scientists decipher the formation of lasting memories
Researchers at Karolinska Institutet have discovered a mechanism that controls the brain's ability to create lasting memories. In experiments on genetically manipulated mice, they were able to switch on and off the animals' ability to form lasting memories by adding a substance to their drinking water.
Virtual reality games could help bullying victims
Virtual reality games could help children to escape victimisation and bullying at school, according to researchers at the University of Warwick.
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