The current study examined the prevalence and usage of three theoretically informed school-level policies, namely the use of readiness assessments, retention policies, and Title I funds in kindergarten classrooms across the United States. Using the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011, we examined whether these school-level policies in kindergarten were related to children's academic learning both generally, and specifically for those who had attended pre-K. Results revealed that the use of kindergarten readiness assessments, kindergarten retention policies, and Title I funds in kindergarten were widespread across the nation. However, application and usage of these school-level policies were varied. Moreover, these school-level policies were generally not associated with children's academic learning broadly or differentially for those who had attended pre-K in the year before kindergarten. This study establishes a national snapshot of the kindergarten landscape in the United States and opens a door for future research to continue to explore how kindergarten specific school-level policies shape children's learning.

中文翻译：

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对美国幼儿园儿童的准备评估、保留政策和标题 1 资金的使用和结果的审查

当前的研究考察了三项基于理论的学校政策的普遍性和使用情况，即准备评估、保留政策和美国幼儿园教室中第一章资金的使用。我们利用具有全国代表性的 2011 年幼儿期纵向研究幼儿园班级，研究了幼儿园的这些学校层面的政策是否与儿童的学业学习相关，特别是对于那些就读学前班的儿童。结果显示，幼儿园准备评估、幼儿园保留政策和幼儿园第一章资金的使用在全国范围内广泛存在。然而，这些校级政策的适用和使用却各不相同。此外，对于那些在幼儿园前一年参加学前班的儿童来说，这些学校层面的政策通常与儿童的学术学习没有广泛或有区别的联系。这项研究描绘了美国幼儿园的全国概况，并为未来的研究打开了一扇大门，以继续探索幼儿园的具体学校政策如何塑造儿童的学习。