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ERIC Number: EJ854424
Record Type: Journal
Publication Date: 2008-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0312-5033
Is All-Day Kindergarten Better for Children's Academic Performance? Evidence from the Early Childhood Longitudinal Study
Chang, Mido; Singh, Kusum
Australian Journal of Early Childhood, v33 n4 p35-42 Dec 2008
The goal of this study was to explore the long-term effects of all-day kindergarten programs on children's academic performance. The study used three waves of data from a nationally representative database from the United States, the Early Childhood Longitudinal Study (ECLS), with the first wave at the beginning of kindergarten and the third wave at the end of the first grade. The average age of the children at the first wave was five years and eight months; at the third wave seven years and three months. The study further examined if these effects vary as a result of teacher curricular activities relating to reading and mathematics. The study conducted three-level longitudinal multilevel analyses using three measures of reading and maths IRT scores, sets of teacher activities in reading and maths, children's age, gender, and socioeconomic status. The results indicated that all-day kindergarten children began with significantly higher scores and showed faster growth rates in both reading and math compared with half-day kindergarten children. Importantly, all-day kindergarten teachers had significantly higher frequencies of reading and mathematics activities than did half-day kindergarten teachers. These results suggest an important implication for the potential benefits of all-day programs in the US. (Contains 4 tables.)
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States