CFED Scorecard

Financial Assets & Income

Outcome Measures

Income Poverty Rate

Asset Poverty Rate

Asset Poverty by Race

Asset Poverty by Gender

Asset Poverty by Family Structure

Liquid Asset Poverty Rate

Liquid Asset Poverty by Race

Liquid Asset Poverty by Gender

Liquid Asset Poverty by Family Structure

Extreme Asset Poverty Rate

Net Worth

Net Worth by Race

Net Worth by Income

Net Worth by Gender

Net Worth by Family Structure

Unbanked Households

Underbanked Households

Households with Savings Accounts

Consumers with Subprime Credit

Borrowers 90+ Days Overdue

Average Credit Card Debt

Bankruptcy Rate

Policy Priorities

Tax Credits for Working Families

State IDA Program Support

Lifting Asset Limits in Public Benefit Programs

Protections from Predatory Short-Term Loans

Additional Policies

Income Tax Threshold

Tax Burden by Income

Prize-Linked Savings

Paperless Payday

Trend Indicators

Change in Net Worth

Change in Asset Poverty

Change in Liquid Asset Poverty

Change in Consumers with Subprime Credit

Change in Average Credit Card Debt

Businesses & Jobs

Housing & Homeownership

Health Care

Education

CFED Assets & Opportunity Scorecard

Kindergarten Standards

Reports & Graphics

Definition

States that offer full-day kindergarten programs and the quality of those programs, 2010.

Description

Research shows that the first years of a child’s life are crucial for brain development and in closing the achievement gaps between children in lower and higher socioeconomic groups. However, not all states offer kindergarten to all students. Furthermore, of the states that do offer kindergarten, the majority only offer half-day kindergarten. Studies show that children who attend full-day kindergarten show stronger academic gains than children who attend half-day kindergarten.

Although kindergarten is widely recognized as the start of a K-12 education, quality standards and policies in kindergarten are not always aligned with those of the following grades. Children often have inconsistent or inequitable experiences, which result in rough transitions from kindergarten to first grade. States should address these inconsistencies by aligning and strengthening kindergarten policies.

States are assessed on the following criteria:

  • Does the state require districts to offer full-day kindergarten? Decisions about whether to offer kindergarten should not be left to local control. The only way to ensure that all students in a state have access to kindergarten is to require all districts in the state to offer full-day kindergarten.
  • Does the state set kindergarten standards? Kindergarten is not just about quantity, it’s also about quality. One way states can help ensure quality is by setting standards that define expectations around what kindergarteners should know and be able to do.
  • Does the state require kindergarten teachers to possess certificates or training in early childhood education? Research shows that the quality of teachers has a clear impact on learning. Most kindergarten teachers are required to hold at least a Bachelor’s degree, since they are considered part of the K-12 system. However, only a handful of states require any other certification. States should ensure kindergarten teachers are proficient in early learning by requiring kindergarten teachers to hold a certificate or be trained in early childhood education.

toggle page width

Kindergarten Standards

StateDoes the state require
districts to offer
full-day Kindergarten?
Does the state set
Kindergarten standards?
Does the state require
early childhood education training
for Kindergarten teachers?
Alabama  Full Day  No  No 
Alaska  No  No  No 
Arizona  Half Day  Yes  No 
Arkansas  Full Day  Yes  No 
California  Half Day  No  No 
Colorado  Half Day  Yes  No 
Connecticut  Half Day  No  No 
Delaware  Full Day  No  No 
District of Columbia  Half Day  Yes  No 
Florida  Half Day  No  No 
Georgia  Full Day  No  No 
Hawaii  Half Day  No  No 
Idaho  No  No  No 
Illinois  Half Day  No  Yes 
Indiana  Half Day  Yes  No 
Iowa  Half Day  No  Yes 
Kansas  Half Day  Yes  No 
Kentucky  Half Day  No  No 
Louisiana  Full Day  No  No 
Maine  Half Day  No  Yes 
Maryland  Full Day  Yes  Yes 
Massachusetts  Half Day  Yes  Yes 
Michigan  Half Day  No  No 
Minnesota  Half Day  No  No 
Mississippi  Full Day  No  Yes 
Missouri  Half Day  No  No 
Montana  Half Day  No  No 
Nebraska  Half Day  No  No 
Nevada  Half Day  Yes  No 
New Hampshire  Half Day  No  No 
New Jersey  No  No  Yes 
New Mexico  Half Day  No  No 
New York  No  No  No 
North Carolina  Full Day  Yes  No 
North Dakota  No  No  Yes 
Ohio  Half Day 1 Yes  Yes 
Oklahoma  Full Day  Yes  Yes 
Oregon  Full Day 2 Yes  No 
Pennsylvania  No  No  Yes 
Rhode Island  Half Day  No  No 
South Carolina  Full Day  Yes  No 
South Dakota  Half Day  Yes  No 
Tennessee  Half Day  Yes  No 
Texas  Half Day  No  No 
Utah  Half Day  No  No 
Vermont  Half Day  Yes  No 
Virginia  Half Day  No  No 
Washington  Half Day  No  No 
West Virginia  Full Day  No  No 
Wisconsin  Half Day  No  No 
Wyoming  Half Day  No  No 

Source

“Kindergarten Teacher Certification Requirements.”Denver, CO: Education Commission of the States, 2010. Data accessed in October 2011 at http://ecs.force.com/ecsforum/mbquest?SID=a0i70000000XkGj&rep=KD41&Q=Q2190.

“Kindergarten Standards - General Info.” Denver, CO: Education Commission of the States, 2010. Data accessed in October 2011 at http://ecs.force.com/ecsforum/mbquest?SID=a0i70000000XkGj&rep=KD08&Q=Q2188.

Kristie Kauerz. PreK-3rd: Putting Full-Day Kindergarten in the Middle. New York, NY: Foundation for Child Development, 2010.

Footnotes

1. Ohio passed legislation in 2009 requiring full-day kindergarten, but subsequently passed another bill in 2011 overriding the first bill.

2. Oregon passed a bill in 2011 requiring all districts to offer full-day kindergarten starting in 2015.

Copyright © 2013 CFED — Corporation for Enterprise Development 1200 G Street, NW Suite 400 Washington, DC 20005 202.408.9788

Powered by ARCOS