Does Participation in Full-Time Kindergarten Improve Metis Students’ School Outcomes? A Longitudinal Population-Based Study from Manitoba, Canada
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Published:2023-08-30
Issue:2
Volume:14
Page:
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ISSN:1916-5781
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Container-title:The International Indigenous Policy Journal
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language:
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Short-container-title:iipj
Author:
Brownell EmilyORCID,
Enns Jennifer E.ORCID,
Sanguins Julianne,
Brownell MarniORCID,
Chartier Mariette,
Chateau Dan,
Sarkar Joykrishna,
Burland ElaineORCID,
Hinds AynslieORCID,
Katz AlanORCID,
Santos RobORCID,
Chartrand A. Frances,
Nickel Nathan C.
Abstract
This study, a partnership between <Organization 1> and <Organization 2>, investigated whether attending full-time kindergarten (FTK) was associated with better educational outcomes for Metis students in Manitoba, who may face unique barriers to academic success. We utilized linked administrative data from the Manitoba Population Research Data Repository. For each measured education outcome, there were no significant differences in how Metis students who attended FTK vs Metis students who attended half-time kindergarten (HTK) performed. FTK does not provide sufficient support to Metis students to overcome the structural barriers to academic success they may face. It is likely that an upstream approach to addressing the structural barriers is needed to support improved outcomes in this population.
Publisher
University of Western Ontario, Western Libraries
Subject
Sociology and Political Science,Anthropology,Cultural Studies