ERIC Number: ED247014
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
A Longitudinal Study of the Effectiveness of Full-Day Kindergarten.
Evansville-Vanderburgh School Corp., IN.
The purpose of this follow-up study was to determine whether elementary school students who completed full-day/ everyday kindergarten in 1979 and 1980 exhibited any long term benefits. Data were collected from standardized tests, report cards, questionnaires, and interviews. Participants were third- and fourth-grade students (enrolled in the school at which they had attended kindergarten), their parents, and their teachers. It was expected that kindergarten students in the full-day/everyday program, parents, and teachers would have positive attitudes about full-day kindergarten. Furthermore, it was suggested that, when compared with students who attended half-day kindergarten in 1978-79 and 1979-80, children who attended the full-day kindergarten would display higher self-concept, have more positive attitudes toward school, achieve higher academic grades, receive higher conduct marks on report cards, have a lower rate of grade retention, achieve higher handwriting ratings, and have higher reading and academic scores. Results indicated that children who attend full-day kindergarten, their parents, and their primary teachers do have positive attitudes about the full-day program. These children, in contrast with children who attend half-day programs, tend to have higher academic and conduct report card marks, a lower rate of grade retention, lower handwriting ratings, and higher standardized test achievement scores. Their self-concepts and attitudes about school are not found to be negatively affected by participation in the full-day program. Questionnaires are appended. (RH)
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Elementary School Students, Followup Studies, Grade Repetition, Kindergarten, Longitudinal Studies, Outcomes of Education, Parent Attitudes, Primary Education, Program Effectiveness, Program Evaluation, Questionnaires, Self Concept, Student Attitudes, Teacher Attitudes
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Evansville-Vanderburgh School Corp., IN.
Identifiers - Location: Indiana