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ERIC Number: EJ1097728
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0973-8827
All-Day Kindergarten and Cognitive Outcomes of Racial Minority Students in the US
Chang, Mido; Singh, Kusum; Filer, Kimberly; Sung, Youngji Y.
Journal on Educational Psychology, v3 n2 p33-43 Aug-Oct 2009
The study explored the longitudinal effects of all-day kindergarten program on the academic performance of students from diverse racial backgrounds and social class from kindergarten to the end of first grade. The study used three measures of reading and math scores from a nationally representative database of the USA, the Early Childhood Longitudinal Study (ECLS). A series of longitudinal multilevel models with various specifications were estimated. The results indicated that all-day kindergarten students began with significantly higher reading scores compared with half-day kindergarten students but there was no significant difference in the growth pattern. Importantly, students from low SES families and Hispanic background displayed enhanced reading achievement in all-day kindergarten.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A