Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?

Valerie E. Lee · David T. Burkam · Douglas D. Ready · Joann Honigman · Samuel J. Meisels

140 citations0/0 files storedAmerican Journal of Education

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Early Childhood Education and Development School Choice and Performance Education Systems and Policies

Abstract

Do children learn more in full‐day kindergartens than half‐day programs? If full‐day kindergarten increases learning, are kindergartners in some schools particularly advantaged by their full‐day experience? We address these questions with a nationally representative sample of over 8,000 kindergartners and 500 U.S. public schools that participated in the Early Childhood Longitudinal Study—Kindergarten Cohort. More than half of kindergartners experience full‐day programs, which are most commonly available to less‐advantaged children. Using multilevel (HLM) methods, we show that children who attend schools that offer full‐day programs learn more in literacy and mathematics than their half‐day counterparts. We also explore differential effectiveness in some school settings.

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2014Digest of Education Statistics 1984Ways with Words: Language, Life and Work in Communities and Classrooms 1984Essentials of Behavioral Research: Methods and Data Analysis 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 8 1998How Much Does Childhood Poverty Affect the Life Chances of Children?2002Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School 2021Educational Leadership 1982Lasting Effects of Early Education: A Report from the Consortium for Longitudinal Studies

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