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ERIC Number: EJ917933
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0276-8739
The Effect of Attending Full-Day Kindergarten on English Learner Students
Cannon, Jill S.; Jacknowitz, Alison; Painter, Gary
Journal of Policy Analysis and Management, v30 n2 p287-309 Spr 2011
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non-EL students. Some educators have promoted full-day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full-day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full-day kindergarten on academic achievement, retention, and English language fluency using difference-in-differences models. We do not find significant effects of full-day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full-day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. (Contains 7 tables and 25 footnotes.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California