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ERIC Number: EJ759575
Record Type: Journal
Publication Date: 2005-Oct-19
Pages: 2
Abstractor: ERIC
ISSN: ISSN-0277-4232
Full-Day Kindergarten Produces More Learning Gains, Study Says
Viadero, Debra
Education Week, v25 n8 p1, 16 Oct 2005
A new national study provides some of the strongest evidence to date to support what many educators and parents of young children already believe, children learn more in full-day kindergarten programs than they do in half-day programs. The findings are based on federal data from a nationally representative sample of 8,000 children in public kindergarten programs. The results show that, on average, the learning gains that pupils make in full-day programs translate to about a month of additional schooling over the course of a school year. Disagreement is widespread over whether any educational value full-day programs convey is worth the added expense.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten
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