This document summarizes the research on full-day kindergarten. The question of whether full-day scheduling is good for children is addressed. The majority of the research justifies the following conclusions: (1) A developmentally appropriate program focuses on activities that are appropriate for the child's age and involve interaction with objects, other children, and adults; (2) A developmentally appropriate full-day schedule benefits children academically and socially, especially children from low socioeconomic or educationally disadvantaged backgrounds; (3) Teachers prefer full-day to half-day scheduling; (4) Parents react favorably to the full-day schedule; (5) Start-up costs can be offset by increased state aid for all-day students, reduced transportation costs, and increases in enrollment; and (6) Full-day kindergarten may reduce long-term costs for special and remedial education. A list of eight annotated references is appended. (GLR)