ERIC Number: ED308939
Record Type: Non-Journal
Publication Date: 1989-Jan
Reference Count: N/A
An Analysis of Attendance and Achievement for Full-Day and Half-Day Kindergarten, 1987-1988. Report No. 8911.
The School District of Philadelphia (Pennsylvania) conducted a study to determine whether full-day kindergarten (FDK), in comparison with half-day kindergarten (HDK), produced positive effects on student attendance and achievement. Research questions concerned differences between full- and half-day kindergarten programs regarding attendance patterns, achievement on city-wide tests, and percentages of children scoring at or above the 50th percentile and below the 16th percentile on city-wide tests. During the 1987-1988 school year, 4,596 students attended FDK and 9,146 attended HDK. Average daily attendance (ADA) for October, 1987 was 90.3 percent for FDK and 89.1 percent for HDK. By April, 1988, ADA was 86.8 percent for FDK and 83.5 percent for HDK. Analyses of city-wide achievement data showed statistically significant differences in favor of FDK in reading and mathematics. In reading, 43.9 percent of children in FDK scored at or above the national 50th percentile compared with 34.5 percent in HDK. In mathematics, 69.8 percent of children in FDK scored at or above the national 50th percentile compared with 58.9 percent in HDK. Fewer FDK children than HDK children scored below the 16th percentile in reading and mathematics. Attendance and achievement data by school and district are appended. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Philadelphia School District, PA. Office of Research and Evaluation.
Identifiers - Location: Pennsylvania (Philadelphia)