Kindergarten Educational Policies: Separating Myth From Reality

The critical question facing school districts today is, “What policies should we pursue to improve both the quality and accessibility of early educational programs for all children?” Toward the goal of maximizing the academic growth and development of all children, this article (1) profiles kindergarten policies and practices currently implemented in district schools, (2) reviews and analyzes the research supporting the major policy alternatives for six common kindergarten and school entry age issues that all school districts must address, and (3) identifies the optimum policy option alternative for each issue based on these analyses. Collectively, the policy alternatives recommended provide a model for early childhood education for schools and districts. These policies define a more developmentally appropriate kindergarten curriculum which should optimize the early learning and future achievement levels of all children.