Comparing longitudinal academic achievement of full-day and half-day kindergarten students.

From: The Journal of Educational Research | Date: May 1, 2006| Author: Cobb, R. Brian; Ellerby, Dick; Leech, Nancy; Winokur, Marc A.; Wolgemuth, Jennifer R. | Copyright information

Coinciding with increases in pre-kindergarten enrollment and the number of parents working outside of the home, full-day kindergarten (FDK) has become exceedingly popular in the United States (Gullo & Maxwell, 1997). The number of students attending FDK classes in the United States rose from 30% in the early 1980s (Holmes & McConnell, 1990) to 55% in 1998 (National Center for Education Statistics, 2000), reflecting societal changes and newly emerging educational priorities. Whereas...

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