Does the effect of kindergarten school day length on academic achievement among student groups endure through third grade? HLM analysis of K--3 growth rates among racial and socioeconomic student groups.

摘要

This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten students. Described are the schools that offer these programs and the students who attend them. The report further describes many characteristics of public school full-day and half-day kindergarten classes, including specific differences between the program types and achievement levels for underprivileged students and schools. It concludes with an examination of the cognitive gains public school children make in full-day and half-day classes during the kindergarten year, and how much these gains sustain through third grade.