This report describes kindergarten schedules used in Minnesota, reports on program implications of the schedules, and states reasons why a full unit of state aid for kindergarten would help many school districts strengthen their kindergarten program. After introductory background information points out problems in scheduling kindergarten programs for Minnesota's children, discussion and tables indicate the present status of half-day daily, full-day alternate-day, full-day daily, and other "equivalent" schedules in Minnesota school districts. Outcomes of the law allowing kindergarten to be offered on a basis "equivalent" to the half-day daily schedule are pointed out. Discussion subsequently explores advantages and disadvantages of half-day, full-day, daily, and alternate-day scheduling from the point of view of the children and of the classroom teacher. The discussion attempts to separate issues of frequency of attendance, length of the school day, and double class loads for the kindergarten teacher: issues which result from legislation concerning kindergarten attendance and the level of funding for kindergarten programs. Concluding content reports recent research on the influence of full-day daily kindergarten programs on children's academic achievement and the quality of their school experience. A table of kindergarten schedules used in Minnesota's school districts is appended. (RH)