ERIC Number: EJ726434
Record Type: Journal
Publication Date: 2005-Sep-22
Reference Count: 24
The Effects of Full-Day Versus Half-Day Kindergarten on the Achievement of Students with Low/Moderate Income Status
Saam, Julie; Nowak, Jeffrey A.
Journal of Research in Childhood Education, v20 n1 p27 Fall 2005
This portion of a larger comparative study of full day kindergarten (FDK) versus half-day kindergarten (HDK) classrooms highlights the effects of FDK versus HDK on the achievement of students with low/moderate income status. Authors collected statistical and semi-structured interview data from one large and two other school corporations in the midwestern United States. The results of this study did not corroborate with published accounts of FDK students scoring better on certain language arts/reading criteria and mathematics criteria, nor did it indicate a benefit for students from low SES backgrounds. The results of this study indicated that no significant difference exists when the authors directly compared the scores from students recorded as free meal code and students enrolled in Title I schools in either the full-day or half-day kindergarten.
Descriptors: Comparative Analysis, Socioeconomic Influences, Income, Kindergarten, Academic Achievement, Low Income, School Schedules, Young Children
Association for Childhood Education International (ACEI) Subscriptions, 17904 Georgia Ave., Suite 215, Olney, MD 20832. Fax: 301-570-2212; Web site: http://www.acei.org/jrcehp.htm.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: United States