The Long Term Educational Effects of Half‐Day vs Full‐Day Kindergarten

Abstract

This study examined the effects of full‐day and half‐day kindergarten on children's second grade academic outcomes. The subjects for the study were 974 second grade children from a large Midwestern school district. Of these second‐graders, 730 of them had been in full‐day kindergarten and 244 were in half‐day kindergarten. The following measures were compared: (a) children's second grade reading and math scores from the Iowa Test of Basic Skills; (b) whether or not they had been retained in grade during the first three years of school; (c) whether or not they had been referred for special education services during the first three years of school; and (d) kindergarten attendance records. The results indicated that children who were in a full‐day kindergarten program scored significantly higher on both math and reading on a standardized achievement test. In addition, there were fewer children from the full‐day cohort who had been retained in grade. There were no differences in the number of special education referrals between the two groups. Finally, children who attended full‐day kindergarten were absent less during the school year than the half day kindergarten group. The results are discussed in terms of both social and academic perspectives.

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