Abstract
This article explores the evaluation of kindergarteners in relation to developmental theory. We present findings of an analysis of report cards from a stratified random sample of Ohio public schools. The results indicate that kindergarten children are expected to master specific skills in the areas of work habits and reading and math readiness. Further, there is an emphasis on academic skills, with marking systems that negatively evaluate kindergarteners. A behaviorist perspective, in contrast to a maturationist or interactionist one, seems to be favored. Results are discussed in terms of implications for policymakers, and further research questions are suggested.
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