New Mexico Extends School Year for K-3 Students To Narrow Achievement Gap
Follows Improvements Seen in Pilot Program for Kindergartners

WASHINGTON, D.C. – New Mexico’s unique program to lengthen the kindergarten year for high-poverty children saw such measurable progress in literacy and social skills that the state has expanded the program to include disadvantaged students through the third grade, building on an initiative first promoted by the American Federation of Teachers. 

New Mexico implemented “Kindergarten-Plus,” conceived by the late AFT President Sandra Feldman in 2002 to accelerate the progress of poor children through an extended kindergarten year. Last week, Gov. Bill Richardson signed legislation to extend the state’s three-year pilot for another six years, expand it for eligible students through the third grade and provide $8 million for the program.

“We can say definitively this program has the potential to narrow the unacceptable achievement gap. By extending the program through the third grade, we are doing what we know works to raise academic achievement for those who need extra help,” said AFT New Mexico President Christine Trujillo.

AFT President Edward J. McElroy said early intervention is key to preparing children for academic success.

“Early intervention for disadvantaged students can stave off a lifetime of playing catch-up,” McElroy said. “We hope that other states follow New Mexico’s example and put in place programs like Kindergarten-Plus to give our most disadvantaged children a head start.”

New Mexico’s pilot program started in the 2003-04 school year in four districts, with a focus on literacy, numeracy, cognitive and social skills. The districts’ programs varied, with some adding 40 instructional days to the school year, others implementing a half-day prekindergarten program, others adding time at the beginning of first grade, rather than at the end of kindergarten.

A 2005 state evaluation of the pilot program found that it “seems to be an effective way to nurture student success, particularly among high-poverty students.” It also said the at-risk students “displayed gains in literacy skills … developed important social skills and benefited from increased parental involvement.”

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