Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students
Document Type
Article
Publication Date
2006
Keywords
academic achievement of full- and half-day kindergarten students, mathematics and reading success in elementary grades
Digital Object Identifier (DOI)
https://doi.org/10.3200/JOER.99.5.260-270
Abstract
The authors compared the achievement of children who were enrolled in full-day kindergarten (FDK) to a matched sample of students who were enrolled in half-day kindergarten (HDK) on mathematics and reading achievement in Grades 2, 3, and 4, several years after they left kindergarten. Results showed that FDK students demonstrated significantly higher achievement at the end of kindergarten than did their HDK counterparts, but that advantage disappeared quickly by the end of first grade. Interpretations and implications are given for that finding.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
The Journal of Educational Research, v. 99, issue 5, p. 260-270
Scholar Commons Citation
Wolgemuth, Jennifer R.; Cobb, R. Brian; Winokur, Marc A.; Leech, Nancy; and Ellerby, Dick, "Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students" (2006). Educational and Psychological Studies Faculty Publications. 185.
https://digitalcommons.usf.edu/esf_facpub/185
