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.
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