Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students
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| Title: | Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students |
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| Language: | English |
| Authors: | Wolgemuth, Jennifer R., Cobb, R. Brian, Winokur, Marc A. |
| Source: | Journal of Educational Research. May-Jun 2006 99(5):260-269. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org. |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Grade 4 Kindergarten Primary Education |
| Descriptors: | Academic Achievement, Longitudinal Studies, School Schedules, Kindergarten, Comparative Analysis, Enrollment, Reading Achievement, Grade 2, Grade 3, Grade 4, Statistical Analysis, Mathematics Achievement, Intervention, Correlation, Reading Ability |
| ISSN: | 0022-0671 |
| 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. (Contains 6 tables.) |
| Abstractor: | Author |
| Number of References: | 45 |
| Entry Date: | 2006 |
| Access URL: | https://www.heldref.org/jer.php |
| Accession Number: | EJ744235 |
| Database: | ERIC |
| 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. (Contains 6 tables.) |
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| ISSN: | 0022-0671 |
