This paper reports findings that all-day every-day educational programs have positive effects on kindergarten children. Also included is a Minnesota Association for Childhood Education (MACE) position paper which advocates the provision of full-day kindergarten programs and details seven criteria that a quality full-day program must meet. Efforts to measure kindergarten performance among children experiencing three attendance patterns (all-day every-day, half-day every-day, all-day alternate-day) are briefly discussed. (Author/RH)