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ERIC Number: ED484944
Record Type: Non-Journal
Publication Date: 2004-Sep
Pages: 6
Abstractor: ERIC
Kindergarten. The Progress of Education Reform, 2004. Volume 5, Number 4.
DeCesare, Dale
Education Commission of the States
While much research has been conducted over the past 25 years on the effects of full- versus half-day kindergarten programs, definitive answers remain elusive. Recent research, however, including an extensive study tracking a national sample of children who began kindergarten in 1998, has helped shed light on the subject. This edition of "Progress of Education Reform" examines key findings of this new research. In particular, experts now are in general agreement there are no detrimental effects to attending full-day kindergarten and, in fact, students in full-day programs show significantly stronger academic gains over the course of the kindergarten year than their half-day counterparts. The research also finds that poor and minority students especially can benefit from participation in full-day programs. There is less agreement about the degree to which benefits gained from attending full-day kindergarten carry forward throughout a student's academic career. While further studies are needed to confirm the extent of this impact, the research outlined here establishes full-day kindergarten as a promising tool in the policymaker's arsenal for improving schools and closing academic achievement gaps.
Education Commission of the States, 700 Broadway, Suite 1200, Denver, CO 80203. Tel: 303-299-3600; Fax: 303-296-8332; e-mail:
Publication Type: Reference Materials - Bibliographies; Reports - Descriptive
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: General Electric Foundation, Ossining, NY.
Authoring Institution: Education Commission of the States, Denver, CO.
Grant or Contract Numbers: N/A