This study examined Anchorage School District (Alaska) kindergarten classes from 1987-88, 1988-89, and 1989-90; these years correspond to the last year in which there was no full-day kindergarten program in the district, and the first and second years of the district's full-day program. The study examined matriculation patterns, special education identification, middle school and high school credits and grade point averages, and norm referenced test results for students from those kindergarten classes who moved through the District's schools through the 1997-98 school year. The purpose of the study was to identify long-term effects, if any, of the full-day kindergarten program in Anchorage. The findings indicated that Anchorage students had the opportunity for success regardless of the type of kindergarten program they attended, but that not all students were successful. Factors such as individual student initiative, home life, and educational opportunities after kindergarten influenced students' later educational career and successes more that the type of kindergarten program attended. Based on the findings, it was concluded that the full-day program has been implemented successfully, offers students an immediate pay-off in preparation for first grade, and relates to success in middle school. (Contains 18 references.) (Author/SD)