Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind
Since the passage of No Child Left Behind (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students’ academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a...
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| Format: | Article |
| Language: | English |
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Mercy College
2017-09-01
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| Series: | Global Education Review |
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| Online Access: | http://ger.mercy.edu/index.php/ger/article/view/324/267 |
| _version_ | 1811225052306210816 |
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| author | Melia E. Repko-Erwin |
| author_facet | Melia E. Repko-Erwin |
| author_sort | Melia E. Repko-Erwin |
| collection | DOAJ |
| description | Since the passage of No Child Left Behind (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students’ academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize instruction, raise achievement levels, and hold schools accountable for improved student outcomes. The kindergarten classroom has not been immune to these efforts. This critical review of literature published within the years 2001-2016 synthesizes empirical and theoretical research centered on US kindergarten post-NCLB. Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice. |
| first_indexed | 2024-04-12T08:59:18Z |
| format | Article |
| id | doaj.art-5b71545d67a348d895082c6d5efddc11 |
| institution | Directory Open Access Journal |
| issn | 2325-663X |
| language | English |
| last_indexed | 2024-04-12T08:59:18Z |
| publishDate | 2017-09-01 |
| publisher | Mercy College |
| record_format | Article |
| series | Global Education Review |
| spelling | doaj.art-5b71545d67a348d895082c6d5efddc112022-12-22T03:39:17ZengMercy CollegeGlobal Education Review2325-663X2017-09-01425874Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left BehindMelia E. Repko-Erwin0University of Colorado at BoulderSince the passage of No Child Left Behind (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students’ academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize instruction, raise achievement levels, and hold schools accountable for improved student outcomes. The kindergarten classroom has not been immune to these efforts. This critical review of literature published within the years 2001-2016 synthesizes empirical and theoretical research centered on US kindergarten post-NCLB. Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice.http://ger.mercy.edu/index.php/ger/article/view/324/267KindergartenNo Child Left BehindUnited Statesfederal education policyearly literacyreadinessdevelopmentally appropriate practice |
| spellingShingle | Melia E. Repko-Erwin Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind Global Education Review Kindergarten No Child Left Behind United States federal education policy early literacy readiness developmentally appropriate practice |
| title | Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind |
| title_full | Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind |
| title_fullStr | Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind |
| title_full_unstemmed | Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind |
| title_short | Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind |
| title_sort | was kindergarten left behind examining us kindergarten as the new first grade in the wake of no child left behind |
| topic | Kindergarten No Child Left Behind United States federal education policy early literacy readiness developmentally appropriate practice |
| url | http://ger.mercy.edu/index.php/ger/article/view/324/267 |
| work_keys_str_mv | AT meliaerepkoerwin waskindergartenleftbehindexamininguskindergartenasthenewfirstgradeinthewakeofnochildleftbehind |