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Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after

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1997What do they do all day? Comprehensive evaluation of a full-day kindergarten111 cited
2007Summer learning and its implications: Insights from the Beginning School Study108 cited
2006Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance85 cited
2008A Developmental Perspective on Full- Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade

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84 cited

2004Site-level predictors of children’s school and social competence in the Chicago Child–Parent Centers84 cited

2006Does full-day kindergarten matter? Evidence from the first two years of schooling83 cited

2004Full-Day and Half-Day Kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. NCES 2004-078.80 cited

2004Classroom Organization and Student Behavior in Kindergarten70 cited

1994The contribution of parent and peer support to head start children's early school adjustment69 cited

2003Kindergarten: An Overlooked Educational Policy Priority63 cited