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ERIC Number: EJ956582
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0924-3453
Academic Performance of Language-Minority Students and All-Day Kindergarten: A Longitudinal Study
Chang, Mido
School Effectiveness and School Improvement, v23 n1 p21-48 2012
This longitudinal study examined the effect of all-day kindergarten programs on the academic achievement of students from racial language minority and low socioeconomic class. The study employed a series of 3-level longitudinal multilevel analyses using a nationally representative database, the Early Childhood Longitudinal Study (ECLS). The study showed that Hispanic dual-language-speaking students who attended all-day kindergarten narrowed the achievement gap from Hispanic English-only students during kindergarten. The results also showed that Black and Asian dual-language-speaking students, when they attended all-day kindergarten, displayed a significant gain in the growth of performances. The positive effects of all-day kindergarten were pronounced for Black and Asian language-minority students who were from low social classes. These results have implications for policy decisions and support the need for all-day programs for language-minority students. (Contains 5 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey