TY - JOUR
T1 - Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students
AU - Wolgemuth, Jennifer R.
AU - Cobb, R. Brian
AU - Winokur, Marc A.
AU - Leech, Nancy
AU - Ellerby, Dick
PY - 2006/1/1
Y1 - 2006/1/1
N2 - 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.
AB - 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.
KW - academic achievement of full- and half-day kindergarten students
KW - mathematics and reading success in elementary grades
UR - https://digitalcommons.usf.edu/esf_facpub/185
UR - https://doi.org/10.3200/JOER.99.5.260-270
U2 - 10.3200/JOER.99.5.260-270
DO - 10.3200/JOER.99.5.260-270
M3 - Article
VL - 99
JO - The Journal of Educational Research
JF - The Journal of Educational Research
ER -