A new report finds that kindergartens across the country don’t do enough to prepare students for kindergarten, and that the results aren’t as good as the state or federal government might hope.
In a study, researchers from the University of California, Berkeley, examined the performance of kindergarten teachers at 26 kindergarten locations in six states and the District of Columbia.
The researchers compared the scores of students who received a grade of C or D, which indicates the average of the teacher’s grade for the year, to those who got a grade lower than a C or higher.
The study found that the average teacher earned less than half the salary of a C- or higher-scoring teacher in all the locations surveyed.
The results of the study are significant, said Michael Roesch, director of the Center for Labor Research at the University at Buffalo, who co-authored the study with David H. Smith, a professor of economics at Cornell University.
They show that the real value of the kindergarten curriculum is in the quality of instruction, not in the teacher, said Roesches co-author.
“There’s no evidence that the quality is really important,” Roescher said.
“It’s just a value judgment.
It’s a question of what’s in the system.””
The teacher is not the answer to the quality question.
It’s a question of what’s in the system.”
The study examined teachers’ evaluations and school records at a total of 8,000 kindergartners.
The students who had the lowest average scores were the ones who were either on the lowest performing or highest performing teams, and were therefore less likely to be getting a good grade.
The average teacher in these schools earned less as a percentage of their salary than the average student in the other schools.
In all the schools surveyed, teachers had a significantly higher grade-point average for the students who were in the lowest-performing team than for those who were on the top-performing teams.
In other words, the students with the lowest grades were receiving lower grades from their teachers, and the students in the highest-scoring teams were receiving higher grades.
Teachers had a higher average grade-to-pupil ratio than their students in all schools surveyed.
The difference between the average grade for a kindergarten teacher in a school and the average grades of the students enrolled in that school was 2.8 percentage points, the researchers found.
In the three states where the teachers’ grades were measured at a higher level than those of their students, the teachers had higher average grades.
For example, the average teachers in California, New Jersey and Connecticut scored higher than the students’ scores in the four schools surveyed in these states.
In three states, teachers’ average grade average was lower than that of their student counterparts.
The differences between the schools were similar.
For instance, the averages of teachers in Hawaii and California were lower than the scores in Maine and New York.
Overall, the results were mixed.
In six of the schools, the schools’ average teachers had lower average grades than their student equivalents, while in two of the six schools, their average teachers were higher.
But in all three, the difference between teachers’ grade averages was smaller than the difference in average grades for students enrolled.
The study also found that teacher quality was correlated with the quality or lack thereof of instructional materials, such as materials for children’s health and safety, and with the level of support for teachers and parents, and not with the effectiveness of the programs being taught.
For these reasons, the report said, the “system should strive to create a culture that encourages teacher participation, encourages parents to have a strong presence at the classroom, and encourages the creation of a more rigorous curriculum that is not dependent on standardized tests.”
For the most part, the quality and availability of teachers were not correlated with their performance, the authors wrote.
And in all of the classrooms studied, teachers did not have any significant differences in their grades, or differences in the average scores they received from their students.
The findings are significant because the results are consistent across all six kindergartener locations, Roeschers co-authors said.
They also point to a “growing consensus among educators and researchers that our educational system needs to be better equipped to meet the needs of today’s students, and to support teachers in meeting their responsibilities in the classroom.”
In a statement, the Education Department said that the federal government supports schools that have the best teachers, which include teacher evaluations and other measures of student performance.
“Our goal is to improve teacher performance, so we continue to monitor and promote schools to provide students with quality education,” the statement said.