ERIC Number: ED248036
Record Type: RIE
Publication Date: 1983-May
Reference Count: 0
Increasing School Effectiveness: The Full-Day Kindergarten.
During the 1982-83 school year, the Huntington Beach City School District in southern California offered an experimental full-day instructional program for 60 kindergarten students. Instructional time in two experimental full-day classrooms was increased from 180 to 270 minutes. This study examines the processes and outcomes of the full-day programs and contrasts them with those of traditional classrooms at two other district schools. Program dimensions studied included acquisition of skills and knowledge in reading, mathematics, and social and environmental science; allocated and engaged learning time; incidence of fatigue; classroom organizational patterns; teacher expectations; and attitudes of students, parents, and teachers toward the program. Findings provided evidence that the extended-day program gives 5-year-olds a measurable advantage in acquisition of skills and knowledge; enhances self-confidence, independence, and cooperation; and illustrates to the community the district administration's intention to strengthen the elementary school curriculum. In addition, it was suggested that the full-day program potentially can increase enrollment by encouraging the return to district schools of children enrolled in private full-day kindergartens, thus accommodating the needs of working mothers. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Full Day Programs; Huntington Beach City School District CA
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).