The Minnesota kindergarten contradiction: What kindergartens say they are teaching versus what kindergartens are actually teaching

Thirty Minnesota morning kindergarten classes (twelve metropolitan; twelve suburban; six rural) were studied to investigate the congruence and variability of time blocks and schedules to see how they meet the minimum Minnesota 1986 Education Code (One-Third Rule). It requires kindergarten teachers to spend equal time on (1) reading and language arts; (2) mathematics, art, and music; and (3) science, social studies, physical education, health, and technology/environment (referred to in the study as Reading, Mathematics, and Other5). The One-Third Rule remained intact during implementation of Outcome-Based Education. The classes were also studied to see to what degree they implemented the current Minnesota Graduation Standards/Profiles of Learning. Data gathered included written class schedules, classroom observations, and teacher interviews.; Findings. According to principals and kindergarten teachers there were no district or school curriculum guides in existence for kindergarten.; The One-Third Rule was unfamiliar to 80% of the teachers. Because of the way they implemented interdisciplinary teaching practices, a majority of time was spent on Reading. One-Third Rule requirements were not followed and unequal session lengths resulted in inequitable student opportunity.; The study found no congruence between what kindergarten teachers say they are teaching and what they are actually teaching. Teacher submitted written schedules did not coincide with researcher observations. All teachers thought they were teaching a balanced curriculum. Non-instructional routine activities required nearly 20% of each session.; No standardized tests were given in kindergarten. Teacher-created evaluation tools used to test children also measured the success or failure of the kindergarten curriculum.; Fifty percent of the districts had no kindergarten representation on curricula selection committees.; The new Minnesota Graduation Standards/Profiles of Learning were not identified in kindergarten lesson plans.; Implications. Study results support need for attention to kindergarten teacher preparation and professional development. Pre-service and in-service training are needed to implement balanced curricula and comply with new Graduation Standards.; Kindergarten teachers need in-service training to become aware of the content of upper Primary performance packages to effectively enhance student preparation.