Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study
Introduction The quality of early education children receive influences their developmental trajectories, with long-term effects extending into adulthood. First Nations children face many structural barriers to academic success. Few studies have examined the impact of education programs on removing...
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Swansea University
2018
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ftdoajarticles:oai:doaj.org/article:64da379e91694db0b6cbfe56f3ad6c70 2023-05-15T16:14:06+02:00 Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study Nathan Nickel Marni Brownell Carole Taylor Joykrishna Sarkar Mariette Chartier Elaine Burland Jennifer Enns 2018-09-01T00:00:00Z https://doi.org/10.23889/ijpds.v3i4.847 https://doaj.org/article/64da379e91694db0b6cbfe56f3ad6c70 EN eng Swansea University https://ijpds.org/article/view/847 https://doaj.org/toc/2399-4908 doi:10.23889/ijpds.v3i4.847 2399-4908 https://doaj.org/article/64da379e91694db0b6cbfe56f3ad6c70 International Journal of Population Data Science, Vol 3, Iss 4 (2018) Demography. Population. Vital events HB848-3697 article 2018 ftdoajarticles https://doi.org/10.23889/ijpds.v3i4.847 2022-12-30T21:52:56Z Introduction The quality of early education children receive influences their developmental trajectories, with long-term effects extending into adulthood. First Nations children face many structural barriers to academic success. Few studies have examined the impact of education programs on removing these barriers to support better outcomes amongst First Nations children. Objectives and Approach We examined educational outcomes associated with full-day (FDK) versus half-day (HDK) kindergarten among First Nations children using data from the Manitoba Population Research Data Repository. We linked children’s education records with the Manitoba Health Registry and the First Nations Registry to identify all First Nations children who attended kindergarten in a Winnipeg school division (1998-2011). Children enrolled FDK were age- and sex- matched to children enrolled in HDK. Propensity scores used to adjust for confounding. Outcomes included academic achievements in grades 3, 7, and 8 and high school graduation. We used generalized linear models to test for differences in education. Results We identified 324 First Nations children enrolled in FDK and 595 matches in HDK in the study period. Among these, 37% FDK and 31% HDK students met or approached numeracy expectations in grade 3; and 30% FDK and 33% HDK met or approached numeracy expectations in grade 7. For reading expectations, 37% FDK and 33% HDK met or approached grade 3 reading expectations; in grade 8, roughly half of each group met or approached expectations for reading and writing. High school graduation rate for First Nations children in both FDK and HDK children was 60%. We found no differences in education outcomes when we tested for differences between HDK and FDK children. Conclusion/Implications Education outcomes did not differ between First Nations children enrolled in FDK vs. HDK programs. Kindergarten programs may be insufficient to overcome structural barriers to academic success that these children face. Culturally appropriate education ... Article in Journal/Newspaper First Nations Directory of Open Access Journals: DOAJ Articles International Journal of Population Data Science 3 4 |
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Directory of Open Access Journals: DOAJ Articles |
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Demography. Population. Vital events HB848-3697 |
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Demography. Population. Vital events HB848-3697 Nathan Nickel Marni Brownell Carole Taylor Joykrishna Sarkar Mariette Chartier Elaine Burland Jennifer Enns Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
topic_facet |
Demography. Population. Vital events HB848-3697 |
description |
Introduction The quality of early education children receive influences their developmental trajectories, with long-term effects extending into adulthood. First Nations children face many structural barriers to academic success. Few studies have examined the impact of education programs on removing these barriers to support better outcomes amongst First Nations children. Objectives and Approach We examined educational outcomes associated with full-day (FDK) versus half-day (HDK) kindergarten among First Nations children using data from the Manitoba Population Research Data Repository. We linked children’s education records with the Manitoba Health Registry and the First Nations Registry to identify all First Nations children who attended kindergarten in a Winnipeg school division (1998-2011). Children enrolled FDK were age- and sex- matched to children enrolled in HDK. Propensity scores used to adjust for confounding. Outcomes included academic achievements in grades 3, 7, and 8 and high school graduation. We used generalized linear models to test for differences in education. Results We identified 324 First Nations children enrolled in FDK and 595 matches in HDK in the study period. Among these, 37% FDK and 31% HDK students met or approached numeracy expectations in grade 3; and 30% FDK and 33% HDK met or approached numeracy expectations in grade 7. For reading expectations, 37% FDK and 33% HDK met or approached grade 3 reading expectations; in grade 8, roughly half of each group met or approached expectations for reading and writing. High school graduation rate for First Nations children in both FDK and HDK children was 60%. We found no differences in education outcomes when we tested for differences between HDK and FDK children. Conclusion/Implications Education outcomes did not differ between First Nations children enrolled in FDK vs. HDK programs. Kindergarten programs may be insufficient to overcome structural barriers to academic success that these children face. Culturally appropriate education ... |
format |
Article in Journal/Newspaper |
author |
Nathan Nickel Marni Brownell Carole Taylor Joykrishna Sarkar Mariette Chartier Elaine Burland Jennifer Enns |
author_facet |
Nathan Nickel Marni Brownell Carole Taylor Joykrishna Sarkar Mariette Chartier Elaine Burland Jennifer Enns |
author_sort |
Nathan Nickel |
title |
Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
title_short |
Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
title_full |
Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
title_fullStr |
Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
title_full_unstemmed |
Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study |
title_sort |
education outcomes associated with full day kindergarten among first nations children: a retrospective administrative database cohort study |
publisher |
Swansea University |
publishDate |
2018 |
url |
https://doi.org/10.23889/ijpds.v3i4.847 https://doaj.org/article/64da379e91694db0b6cbfe56f3ad6c70 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
International Journal of Population Data Science, Vol 3, Iss 4 (2018) |
op_relation |
https://ijpds.org/article/view/847 https://doaj.org/toc/2399-4908 doi:10.23889/ijpds.v3i4.847 2399-4908 https://doaj.org/article/64da379e91694db0b6cbfe56f3ad6c70 |
op_doi |
https://doi.org/10.23889/ijpds.v3i4.847 |
container_title |
International Journal of Population Data Science |
container_volume |
3 |
container_issue |
4 |
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