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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ561697
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0009-4005
The Effect of Full-Day Kindergarten on Student Achievement: A Meta-Analysis.
Fusaro, Joseph A.
Child Study Journal, v27 n4 p269-77 1997
The effects of full-day kindergarten on student achievement have been ambiguous. Some studies found beneficial effects of full-day kindergarten on student achievement as opposed to half-day kindergarten; others found no difference. This metaanalysis found that, overall, students who attended full-day kindergarten manifested significantly greater achievement than half-day attendees. (Author/EV)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A