ERIC Number: EJ603880
Record Type: CIJE
Publication Date: 2000
Reference Count: 0
The Long Term Educational Effects of Half-Day vs Full-Day Kindergarten.
Gullo, Dominic F.
Early Child Development and Care, v160 p17-24 Feb 2000
Examined effects of full-day and half-day kindergarten on 974 second graders' academic outcomes. Found that full-day children scored significantly higher in math and reading on the Iowa Test of Basic Skills and had fewer absences than half-day children. Found that fewer children from full-day cohort had been retained in grade. Found no differences in special education referrals. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED484213