The purpose of this paper is to review and summarize empirical evidence on the effects of different kinds of scheduling on kindergarten children. A search was made for all research conducted within the last 10 years that directly compared kindergarten children in different programs on academic readiness for first grade and on socioemotional development. Eight studies comparing student outcomes in half-day, everyday (HDED) and full-day, alternate day (FDAD) schedules were located and reviewed. Sample sizes ranged from adequate to large; to control for teacher effects, each study included more than one teacher in each of the schedules compared. While aggregate findings revealed no differences in socioemotional adjustment and neither schedule was revealed as clearly superior, results did indicate a slight edge favoring FDAD in academic achievement. Eight studies were also located that compared students in HDED and full-day, everyday (FDED) schedules. The evidence strongly supported the academic advantages of the FDED schedule. Tables providing background information and summaries of results for the two sets of studies are appended. (Author/RH)