{"id":4241,"date":"2017-10-16T14:59:29","date_gmt":"2017-10-16T18:59:29","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4241"},"modified":"2021-05-24T13:09:20","modified_gmt":"2021-05-24T17:09:20","slug":"kindergarten-attendance-and-reading-on-grade-level","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2017\/10\/16\/kindergarten-attendance-and-reading-on-grade-level\/","title":{"rendered":"Kindergarten Attendance and Reading On Grade Level"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]An overview of kindergarten attendance and reading levels. Conclusion: The more days a child comes to kindergarten, the more likely they are to read on grade level at the end of the year and in first grade.<\/p>\n<p>Use the button below to download the two-page brief.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2017%2F11%2FKindergarten-Attendance-and-Rdg-Levels-Focus-Brief-October-2017.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The more days a child comes to kindergarten, the more likely they are to read on grade level at the end of the year and in first grade.<\/p>\n","protected":false},"author":21878,"featured_media":4554,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[357,134,130,138,142],"tags":[321],"class_list":["post-4241","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-attendance","category-equity","category-literacy","category-school-climate","category-system-trends","tag-k-5"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4241","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4241"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4241\/revisions"}],"predecessor-version":[{"id":4555,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4241\/revisions\/4555"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4554"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4241"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4241"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4241"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}