Highlights, Public School Kindergarten Teachers' Views on Children's Readiness for School
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Public School Kindergarten Teachers' Views on Children's Readiness for School
NCES: 93410
September 1993

List of Figures and Tables

Figures

  • Figure 1 Percentage of public school kindergarten teachers rating qualities as 1st, 2nd. and 3rd most important for a child to be ready for school: United States, 1993
  • Figure 2 Age distribution of public school kindergarten students on October 1,1992: United States, 1993
  • Figure 3 Percentage of public school kindergarten classes with minority teachers race/ethnicity, by minority enrollment of kindergarten classes: United States, 1993
  • Figure 4 Percentage of public school kindergarten classes with activity centers and desks for each child: United States, 1993
  • Figure 5 Percentage of public school kindergarten teachers, by sex and race/ethnicity: United States, 1993
  • Figure 6 Percentage of public school kindergarten teachers with early childhood education majors, by race/ethnicity and teaching assignment: United States, 1993
  • Figure 7 Percentage of public school kindergarten teachers indicating type of kindergarten class taught: United States, 1993
  • Figure 8 Percentage of public school kindergarten teachers, by the length and session time of kindergarten program: United States, 1993

Text Tables

  • Table A Percentage of public school kindergarten teachers indicating agreement or strong agreement with statements concerning readiness for school: United States, 1993
  • Table B Percentage of public school kindergarten teachers indicating agreement or strong agreement with statements concerning reading readiness: United States, 1993
  • Table C Percentage of public school kindergarten teachers indicating agreement or strong agreement with statements concerning parental roles in preparing children for school andlearning: United States. 1993
  • Table D Percentage of public school kindergarten teachers indicating agreement or strong agreement with statements concerning teacher expectations and practices: United States, 1993
  • Table E Percentage of public school kindergarten classes in which a typical child engages in various activities 5 days a week, by length of kindergarten class: United States, 1993

Reference Tables

  • Table 1 Number and percentage of public school kindergarten teachers in the study sample that responded and estimated number and percentage in the Nation, by school and teacher characteristics: United States, 1993
  • Table 2 Percentage of public school kindergarten teachers indicating extent of importance of various qualities for kindergarten readiness: United States, 1993
  • Table 2a Standard errors of the percentage of public school kindergarten teachers indicating extent of importance of various qualities for kindergarten readiness: United States, 1993
  • Table 3 Percentage of public school kindergarten teachers indicating various qualities are very important or essential (4 or 5 on the rating scale) for kindergarten readiness, by school and teacher characteristics: United States, 1993
  • Table 3a Standard errors of the percentage of public school kindergarten teachers indicating various qualities are very important or essential (4 or 5 on the rating scale) for kindergarten readiness, by school and teacher characteristics: United States, 1993
  • Table 4 Percentage of pubic school kindergarten teachers indicating extent of agreement with various beliefs about school readiness: United States, 1993
  • Table 4a Standard errors of the percentage of pubic school kindergarten teachers indicating extent of agreement with various beliefs about school readiness: United States, 1993
  • Table 5 Percentage of public school kindergarten teachers indicating they agree or strongly agree (4 or 5 on the rating scale) with various views of school readiness, by school and teacher characteristics: United States, 1993
  • Table 5a Standard errors of the percentage of public school kindergarten teachers indicating they agree or strongly agree (4 or 5 on the rating scale) with various views of school readiness, by school and teacher characteristics: United States, 1993
  • Table 6 Percentage distribution of race/ethnicity of students in public school kindergarten classes, by school and teacher characteristics: United States, 1993
  • Table 6a Standard errors of the percentage distribution of race/ethnicity of students in public school kindergarten classes, by school and teacher characteristics: United States, 1993
  • Table 7 Percentage of various types of public school kindergarten classes, mean class size, and mean hours classes meet, by school and teacher characteristics: United States, 1993
  • Table 7a Standard errors of the percentage of various types of public school kindergarten classes, mean class size, and mean hours classes meet, by school and teacher characteristics: United States, 1993
  • Table 8 Percentage of public school kindergarten classes with adult paid assistants, mean number of adult paid assistants in classes with paid assistants, mean number of hours spent in the class, and student-to-staff ratio, by school and teacher characteristics: United States, 1993
  • Table 8a Standard errors of the percentage of public school kindergarten classes with adult paid assistants, mean number of adult paid assistants in classes with paid assistants, mean number of hours spent in the class, and student-to-staff ratio, by school and teacher characteristics: United States, 1993
  • Table 9 Percentage of public school kindergarten classes with adult volunteer assistants, mean number of adult volunteer assistants in classes with adult volunteers, mean number of hours spent in the class, and student-to-adult ratio, by school and teacher characteristics: United States, 1993
  • Table 9a Standard errors of the percentage of public school kindergarten classes with adult volunteer assistants, mean number of adult volunteer assistants in classes with adult volunteers, mean number of hours spent in the class, and student-to-adult ratio, by school and teacher characteristics: United States, 1993
  • Table 10 Percentage of public school kindergarten classes in which each child has his or her own desk and the classroom has activity centers, and percentage of time spent in formal instruction and small group activities, by school and teacher characteristics: United States, 1993
  • Table 10a Standard errors of the percentage of public school kindergarten classes in which each child has his or her own desk and the classroom has activity centers and percentage of time spent in formal instruction and small group activities, by school and teacher characteristics: United States, 1993
  • Table 11 Percentage of public school kindergarten classes in which a typical child engages in various activities per week: United States, 1993
  • Table 11a Standard errors of the percentage of public school kindergarten classes in which a typical child engages in various activities per week: United States, 1993
  • Table 12 Percentage of public school kindergarten classes in which a typical child engages in various activities 5 days a week, by school and teacher characteristics: United States, 1993
  • Table 12a Standard errors of the percentage of public school kindergarten classes in which a typical child engages in various activities 5 days a week, by school and teacher chamcteristics: United States, 1993
  • Table 13 Percentage of public school kindergarten teachers who teach full- and half-day classes, and racial/ethnic and sex distribution of public school kindergarten teachers, by school and teacher characteristics: United States, 1993
  • Table 13a Standard errors of the percentage of public school kindergarten teachers who teach full- and half-day classes. and racial/etlmic and sex distribution of public school kindergarten teachers, by school and teacher characteristics: United States, 1993
  • Table 14 Mean years teaching and teaching kindergarten, mean number of courses completed in early childhood education, and percentage of public school kindergarten teachers with early childhood education majors and professional association membership, by school and teacher characteristics: United States, 1993
  • Table 14a Standard errors of the mean years teaching and teaching kindergarten, mean number of courses completed in early childhood education, and percentage of public school kindergarten teachers with early childhood education majors and professional association membership, by school and teacher characteristics: United States, 1993

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