Early Child Development Collection

Does Participation in Full-Time Kindergarten Improve Metis Students' School Outcomes? A Longitudinal Population-Based Study from Manitoba, Canada

2023

Brownell, E., Enns, J.E., Sanguins, J., Brownell, M., Chartier, M., Chateau, D., Sarkar, J., Burland, E., Hinds, A., Katz, A., Santos, R., Chartrand, A.F., & Nickel, N.C.

University of Western Ontario

Description

Using linked population-based administrative data from 1998/99-2012/13, the authors compare school outcomes among Metis children who attended kindergarden full-time vs. half-time. Measures of school outcomes included assessments of numeracy and literacy in Grades 3, 7, and 8; student engagement in Grade 7; and high school graduation.

Link to Resource

Does Participation in Full-Time Kindergarten Improve Metis Students' School Outcomes? A Longitudinal Population-Based Study from Manitoba, Canada.

Brownell, E., Enns, J.E., Sanguins, J., Brownell, M., Chartier, M., Chateau, D., Sarkar, J., Burland, E., Hinds, A., Katz, A., Santos, R., Chartrand, A.F., & Nickel, N.C. (2023). Does participation in full-time kindergarten improve Metis students' school outcomes? A longitudinal population-based study from Manitoba, Canada. The International Indigenous Policy Journal, 14(2), 1-28.

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