ERIC Number: EJ561697
Record Type: CIJE
Publication Date: 1997
The Effect of Full-Day Kindergarten on Student Achievement: A Meta-Analysis.
Fusaro, Joseph A.
Child Study Journal, v27 n4 p269-77 1997
The effects of full-day kindergarten on student achievement have been ambiguous. Some studies found beneficial effects of full-day kindergarten on student achievement as opposed to half-day kindergarten; others found no difference. This metaanalysis found that, overall, students who attended full-day kindergarten manifested significantly greater achievement than half-day attendees. (Author/EV)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED484213