Washington State Schools Kindergarten Survey 2004

Report | September 2, 2004 | By John Burbank, Erin Speck

Executive Summary

More than 20 years of research validate the critically important role that high-quality early learning has on a child’s school readiness, academic achievement, and lifelong earnings while decreasing juvenile and adult crime. Aware of this research, parents, teachers, educators, administrators, and school boards have begun to develop early learning programs in their school districts to enhance school readiness and close the student achievement gap.

In 2002, EOI conducted the first survey of school district efforts during school year 2001-2002 to go beyond state-mandated requirements for pre-kindergarten and half-day kindergarten In 2004, EOI, working with the state’s Office of Superintendent of Public Instruction (OSPI), conducted a follow-up survey for the 2003-2004 school year. The survey instrument, developed jointly by EOI and OSPI, was administered electronically by OSPI at the end of school year. EOI analyzed the data and wrote the report.

EOI gratefully acknowledges the support of the Washington State Office of Superintendent of Public Instruction and the Foundation for Child Development which, through its Mapping the PK-3 Continuum (MAP) initiative, supports the restructuring of pre-kindergarten, kindergarten, and grades 1 to 3 into a well-aligned first level of public education for children ages three to eight in the United States.


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Posted in Early Learning, Full-Day Kindergarten