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ERIC Number: EJ938975
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1931-6569
Full-Day Kindergarten Effectiveness: Preserve the Investment
Raskin, Candace F.; Haar, Jean M.; Zierdt, Ginger
AASA Journal of Scholarship & Practice, v8 n1 p3-12 Spr 2011
Studies illustrate that achievement gaps between poor and non-poor children already exist at kindergarten (Lee & Burkham, 2002). The larger the gap at the time children enter school, the harder it is to close the gap. This article reviews a case study of one Midwest school district and their attempt at reducing the achievement gap through the implementation of a full-day kindergarten program. The article reports on the significant student achievement gains of students who completed full-day kindergarten and the dissipation of the achievement gains by grade two. To avoid the lapse in student achievement gains the authors provide recommendations that encourage districts to create seamless and aligned PK-3 education systems. (Contains 1 figure and 1 table.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A