Full‐Day versus Half‐Day Kindergarten
In Which Program Do Children Learn More
Bibliographic Data
| ID | 11367249 |
|---|---|
| Authors | Valerie E Lee (University of Michigan, corresponding author), David T Burkam (University of Michigan), Douglas D Ready (0000-0001-9333-1842), Joann Honigman (University of Michigan), Samuel J Meisels (Erikson Institute) |
| Year | 2006 |
| Volume | 112 |
| Issue | 2 |
| Pages | 163-208 |
| Publication date | 2006-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/498994 |
| OpenAlex | W2103479129 |
| Language | EN |
| Citations received | 26 |
| References cited | 25 |
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
Developmental psychology · Early childhood · Early childhood education · Early literacy · Emergent literacy · Literacy · Longitudinal study · Mathematics education · Multilevel model · Pedagogy · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
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Prospects
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,3 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |