In a state where only 42 percent of kindergartners scored at or above grade level on the state’s Reading Indicator in fall 2020, the need for more and better early education is clear. Research shows that attending full-day kindergarten boosts students’ academic outcomes, self-confidence, and ability to work and play with other children. Yet Idaho is one of 8 U.S. states that does not provide funds for all districts to offer some form of full-day kindergarten.
This statewide analysis studies the academic outcomes of students participating in full-day kindergarten across the state of Idaho as measured by the Idaho Reading Indicator (IRI) – an early reading screener and diagnostic assessment required for all K-3 students in Idaho.
See key findings from the analysis here or read the full report here.
