Magdalena Janus

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Many achievement gaps begin long before children write their first standardized math test. (Piqsels/Id Frela)

Math gaps between Ontario kids start in kindergarten — and often persist through Grade 9

Fatemeh Ameli, University of Toronto; Eric Duku, McMaster University; Magdalena Janus, University of British Columbia, and Scott Davies, University of Toronto

Math achievement gaps begin in kindergarten and persist through Grade 9, highlighting the importance of investing in children’s early development.
Kindergarten children line up using physical distancing before entering a Toronto school in September 2020. THE CANADIAN PRESS/Nathan Denette

After the COVID‑19 pandemic, thousands more kindergarteners faced developmental challenges

Magdalena Janus, University of British Columbia and Caroline Reid-Westoby, McMaster University

An increase in the number of kindergarten children with special needs since the pandemic means more children will require specialized assistance and accommodation in later grades.
Educators in a study agreed that the scarcity of dedicated resources, time, attention and training on bias affected their ability to assess their students’ development as accurately as they would like. (Allison Shelley/The Verbatim Agency/EDUimages)

Do biases affect assessment in kindergarten? Educators discuss strategies for mitigation

Natalie Spadafora, McMaster University and Magdalena Janus, McMaster University

Results of a study suggest policy improvements are needed to provide educators with strategies to reduce bias around race, gender and socioeconomic status.
Early play-based learning helps children develop skills and knowledge before elementary school, and provides an essential foundation for learning in later years. THE CANADIAN PRESS/Lars Hagberg

Newly linked data can reveal academic development from kindergarten to high school in 150,000 students

Jeanne Sinclair, Memorial University of Newfoundland; Magdalena Janus, McMaster University, and Scott Davies, University of Toronto

A study following Ontario students between 2004 and 2012 can help policymakers ensure all students get the supports they need when they need them.
Ongoing monitoring of students in early grades will be important to identify how missing out on in-person classes has affected students. (Allison Shelley/The Verbatim Agency for EDUimages)

From full‑day learning to 30 minutes daily: The effects of school closures on kindergarteners

Natalie Spadafora, McMaster University and Magdalena Janus, University of British Columbia

The lack of a fully interactive environment in kindergarten due to pandemic school closures may negatively impact some children’s learning in later grades.
Kindergarten teachers were tasked with adapting a hands-on, play-based curricula in a virtual environment – a nearly impossible task even without parenting one’s own children at the same time. (Shutterstock)

Kindergarten educators with children at home struggled during the pandemic — mental health supports are needed

Natalie Spadafora, McMaster University and Magdalena Janus, McMaster University

Kindergarten educators who taught from home during COVID-19 and who were primarily responsible for their own children self-reported poorer mental health than those without these responsibilities.

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