ERIC Number: ED485712
Record Type: Non-Journal
Publication Date: 2005-Apr
Reference Count: 12
Full-Day Kindergarten: Expanding Learning Opportunities. Early Education. Policy Brief
This brief looks at the research on full-day kindergarten and reports how states and districts are implementing this strategy. It also identifies some of the concerns they must address in doing so, and offers policy considerations. It also focuses specifically on findings from seven recent studies--one each from 1988 and 1991, the rest post-1995--identified in a research review as meeting a set of design and methodological criteria (see p. 2). Earlier research, over several decades, tends to corroborate these studies' findings that full-day programs consistently seem more effective than half-day kindergarten, especially for disadvantaged students. (Contains 18 endnotes.)
Descriptors: Kindergarten, School Schedules, School Districts, Statewide Planning, Program Effectiveness, Disadvantaged, Research Design, Research Methodology, Educational Policy
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833 (Toll Free).
Publication Type: Reports - Research
Education Level: Kindergarten
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.