ERIC Number: ED254298
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Longitudinal Follow-up Comparison of Conventional and Extended-Day Public School Kindergarten Programs.
Evans, Ellis D.; Marken, Dan
The cumulative, long term impact of alternative kindergarten scheduling for everyday half- and full-day programs was examined for three successive cohorts of children. Dependent measures included academic achievement, school sentiment, personal-social behavior, school attendance, and referral to special education classes. Parent perception of kindergarten programs was also assessed. No achievement differences were observed, although selected noncognitive measures differentiated the two programs. Certain program/grade and program/sex interactions were revealed, as were differences in special class referral rates. Parent perceptions seemed determined primarily by experiences with one or the other scheduling alternative. (Results are discussed in terms of kindergarten theory and practice, academic learning time, and issues of cost analysis and research methodology.) (Author/RH)
Descriptors: Academic Achievement, Comparative Analysis, Cost Effectiveness, Educational Experience, Elementary School Students, Kindergarten, Kindergarten Children, Learning Disabilities, Longitudinal Studies, Outcomes of Education, Parent Attitudes, Primary Education, Public Schools, Referral, Research Problems, School Schedules, Sex Differences, Social Behavior, Student Attitudes, Time Factors (Learning), Urban Areas
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Full Day Programs; Half Day Programs; Multiple Measures Approach
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).