Full-day versus half-day Kindergarten: In which program do children learn more?

American Journal of Education

Volumn 112, Issue 2, 2006, Pages 163-208

  Lee, Valerie E ^a   Burkam, David T ^a,d   Ready, Douglas D ^b   Honigman, Joann ^a   Meisels, Samuel J ^c  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF OREGON   (United States)

^c ERIKSON INSTITUTE   (United States)

^d Residential College   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33244480601     PISSN: 01956744     EISSN: None     Source Type: Journal    
DOI: 10.1086/498994     Document Type: Review

References (108)

1. Adock, Eugene P. 1980. "A Comparison of Half-Day and Full-Day Kindergarten Classes on Academic Achievement." Maryland State Department of Education, Baltimore (ERIC Document Reproduction Service no. ED 194205).
2. Alber-Kelsay, Krista. 1998. "Full-Day Kindergarten vs. Half-Day Kindergarten: The Outcome of First Grade Reading Achievement." MA thesis, Kean University (ERIC Document Reproduction Service no. ED 417380).
3. Aiken, Leona S., and Stephen G. West. 1991. Multiple Regression: Testing and Interpreting Interactions. Newbury Park, CA: Sage
4. Alexander, Karl, and Doris Entwisle. 1988. "Achievement in the First Two Years of School: Patterns and Processes." Serial no. 218. Monographs of the Society for Research in Child Development 53, no. 2.
5. Alexander, Karl, and Doris Entwisle. 1996. "Educational Tracking in the Early Years: First Grade Placements and Middle School Constraints." In Generating Social Stratification: Toward a Mew Research Agenda, ed. Allan C. Kerckhoff. Boulder, CO: Westview.
6. Anderson, Eleanor. 1983. "Increasing School Effectiveness: The Full Day Kindergarten." Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April (ERIC Document Reproduction Service no. ED 248036).
7. Anderson, Eleanor. 1985. "Comparing Full-Day and Half-Day Kindergartens." ERS Spectrum 3 (Winter): 3-10.
8. Balaban, Nancy. 1990. "Statement to the Montgomery County Council." Young Children 45 (March): 12-16.
9. Bredekamp, Sue, and Carol Copple. 1997. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 2nd ed. Washington, DC: National Association for the Education of Young Children.
10. Brosterman, Norman. 1997. Inventing Kindergarten. New York: Abrams.
11. Bruno, Rosalind R., and Andrea Adams. 1994. "School Enrollment: Social and Economic Characteristics of Students, October 1993." Current Population Report P20-479. U.S. Bureau of the Census (ERIC Document Reproduction Service no. ED 379318).
12. Bryant, Donna M., and Richard M. Clifford. 1992. "150 Years of Kindergarten: How Far Have We Come?" Early Childhood Research Quarterly 7 (June): 147-54.
13. Carapella, Ruth, and Robert L. Loveridge. 1978. "A Comparative Report of the Achievement of the Kindergarten Extended Day Program." Unpublished manuscript, St. Louis Public Schools, St. Louis, MO (ERIC Document Reproduction Service no. ED 198144).
14. Children's Defense Fund. 1996. The State of America's Children: Yearbook, 1996. Washington, DC: Children's Defense Fund
15. Chmelynski, Carol. 1998. "All-Day Kindergarten on the Rise." Education Digest 64 (September): 32-35.
16. Chung, Shunah, and Daniel J. Walsh. 2000. "Unpacking Child-Centeredness: A History of Meanings." Curriculum Studies 32 (March): 215-34.
17. Cleminshaw, Helen K., and John Guidubaldi. 1979. "The Effect of Time and Structure on Kindergarten Student Social and Academic Performance." Journal of Educational Research 73 (November-December): 92-101.
18. Cohen, Jacob, Patricia Cohen, Stephen G. West, and Leona S. Aiken. 2003. Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. 3rd ed. Mahwah, NJ: Erlbaum.
19. Comer, James P. 1988. "Educating Poor Minority Children." Scientific American 259 (November): 42-48.
20. Cryan, John R., Robert Sheehan, Jane Wiechel, and Irene G. Bandy-Hadden. 1992. "Success Outcomes of Full-Day Kindergarten: More Positive Behavior and Increased Achievement in the Years After," Early Childhood Research Quarterly 1 (June): 187-203.
21. daCosta, Jose L., and Susan Bell. 2000. "Full-Day Kindergarten at an Inner City Elementary School: Perceived and Actual Effects." Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April (ERIC Document Reproduction Service no. ED 440751).
22. Denn, Rebekah. 2000. "Full-Day Kindergarten Tuition Raises Questions about Access." Seattle Post-Intelligencer, September 7, http://www.seattlepi.nwsource.com.
23. Duncan, Greg J., W.Jean Yeung,Jeanne Brooks-Gunn, and Judith Smith. 1998. "How Much Does Childhood Poverty Affect the Life Chances of Children?" American Sociological Review 63 (June): 406-23.
24. Eliker, James, and Sangeeta Mathur. 1997. "What Do They Do All Day? Comprehensive Evaluation of Full-Day Kindergarten." Early Childhood Research Quarterly 12: 459-80.
25. Elkind, David. 1986. "Formal Education and Early Childhood Education: An Essential Difference." Phi Delta Kappan 67 (May): 631-36.
26. Entwisle, Doris, Karl L. Alexander, Doris Cadigan, and Aaron M. Pallas. 1987. "Kindergarten Experience: Cognitive Effects or Socialization?" American Educational Research Journal 24 (Autumn): 337-64.
27. Entwisle, Doris, Karl L. Alexander, and Linda S. Olson. 1997, Children, Schools, and Inequality. Boulder, CO: Westview.
28. Evans, Ellis D., and Dan Marken. 1983. "Longitudinal Follow-Up Comparison of Conventional and Extended-Day Public School Kindergarten Programs." Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April (ERIC Document Reproduction Service no. ED 254298).
29. Evansville-Vanderburgh School Corporation. 1988. "A Longitudinal Study of the Consequences of Full School Day Kindergarten: Kindergarten through Grade Eight." Unpublished manuscript, Evansville-Vanderburg School Corporation, Evansville, IN, http://www.evsc.k12.in.us/evscinfo/kindergarten/ stdy1988/html.
30. Fusaro, Joseph A. 1997. "The Effect of Full-Day Kindergarten on Student Achievement: A Meta-Analysis." Child Study Journal 27:269-77.
31. Galley, Michelle. 2002. "State Policies on Kindergarten Are All over the Map." Education Week, January 10, http://www.edweek.com.
32. Gewertz, Catherine. 2002. "Seattle Parents Paying for All-Day Kindergarten." Education Week, February 20, http://www.edweek.com.
33. Graja, Richard Charles. 1984. "An Analysis of Full-Day Kindergarten Programs." PhD diss., Rutgers University.
34. Graue, Elizabeth M. 1999. "Diverse Perspectives on Kindergarten Contexts and Practices." In The Transition to Kindergarten, ed. Robert C. Pianta and Martha J. Cox. Baltimore: Paul H. Brookes.
35. Gullo, Dominic F. 1990. "The Changing Family Context: Implications for the Development of All-Day Kindergartens." Young Children 45 (May): 35-39.
36. Harman, Deborah L. 1982. "Extended Day Kindergarten vs. Half-Day Kindergarten Achievement Differences." MA thesis, Kean College (ERIC Document Reproduction Service no. ED 215784).
37. Hatch, J. Amos, and Evelyn B. Freeman, 1988a. "Kindergarten Philosophies and Practices: Perspectives of Teachers, Principals, and Supervisors." Early Childhood Research Quarterly 3 (June): 151-66.
38. Hatch, J. Amos, and Evelyn B. Freeman. 1988b. "Who's Pushing Whom? Stress and Kindergarten." Phi Delta Kappan 70 (October): 145-47.
39. Hatcher, Barbara, and Velma Schmidt. 1980. "Half-Day vs. Full-Day Programs." Childhood Education 57 (September-October): 14-17.
40. Hatcher, Barbara, Velma Schmidt, and James R. Cook. 1979. "Full-Day vs. Half-Day Kindergarten: No Difference." Phi Beta Kappan 61 (September): 68.
41. Hausner, Mary E. 2000. "The Impact of Kindergarten Intervention Project Accelerated Literacy on Emerging Literacy Concepts and Second Grade Reading Comprehension." Paper presented at the annual meeting of the American Educational Research Association, Seattle, April (ERIC Document Reproduction Service no. ED 451951).
42. Heath, Shirley Brice. 1983. Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge, MA: Harvard University Press.
43. Helmich, Edith. 1985 "Kindergarten Schedules: Status of Patterns in Illinois and a Review of Research." Technical report, Illinois State Board of Education, Department of Planning, Research and Evaluation, Springfield (ERIC Document Reproduction Service no. ED 260828).
44. Herman, Barry E. 1984. "The Case for the All-Day Kindergarten." Phi Delta Kappa Educational Foundation, Bloomington, IN (ERIC Document Reproduction Service no. ED 243592).
45. Hildebrand, Charlene. 2001. "Effects of All-Day and Half-Day Kindergarten Programming on Reading, Writing, Math, and Classroom Social Behaviors." Phi Delta Kappa International 31 (December): 7-10.
46. Holmes, C. Thomas, and Barbara M. McConnell. 1990. "Full-Day versus Half-Day Kindergarten: An Experimental Study." Paper presented at the annual meeting of the American Educational Research Association, Boston, April (ERIC Document Reproduction Service no. ED 369540).
47. Hough, David, and Suzanne Bryde. 1996. "The Effects of Full-Day Kindergarten on Student Achievement and Affect." Paper presented at the annual meeting of the American Educational Research Association, New York, April (ERIC Document Reproduction Service no. ED 395691).
48. Humphrey, Jack W. 1980. "A Study of the Effectiveness of Full-Day Kindergarten." Evansville-Banderburgh School Corporation, Evansville, IN (ERIC Document Reproduction Service no. ED 190224).
49. Humphrey, Jack W. 1983. "A Comparison of Full-Day Kindergarten and Half-Day Kindergarten." ERS Spectrum 1 (Summer): 11-16.
50. Humphrey, Jack W. 1990. "Feasibility Study Concerning Mandatory Half-Day Kindergarten and Mandatory and Voluntary Full-Day Kindergarten." Indiana State Department of Education, Indianapolis (ERIC Document Reproduction Service no. ED 327268).
51. Johnson, Edith W. 1974. "An Experimental Study of the Comparison of Pupil Achievement in the All Day Kindergarten and One Half-Day Control Group." PhD diss., Waiden University (ERIC Document Reproduction Service no. ED 115361).
52. Johnson, Jessie. 1992. "Language Development Component: All Day Kindergarten Program. 1990-1991." Department of Program Evaluation, Ohio (ERIC Document Reproduction Service no. ED 345843).
53. Johnson, Jessie. 1993. "Language Development Component: All Day Kindergarten Program 1991-1992." Department of Program Evaluation, Ohio (ERIC Document Reproduction Service no. ED 363406).
54. Johnston, Robert. 1996. "S.C. Legislators Take Step to Offer Full-Day Kindergarten to All." Education Week, June 12, http://www.edweek.com.
55. Karweit, Nancy. 1987. "Full or Half-Day Kindergarten: Does It Matter?" Center for Research on Elementary and Middle Schools, Baltimore (ERIC Document Reproduction Service no. ED 287597).
56. Karweit, Nancy. 1988. "A Research Study: Effective Preprimary Programs and Practices." Principal 67 (May): 18-21.
57. Karweit, Nancy. 1989. "Effective Kindergarten Programs and Practices for Students at Risk." In Effective Programs for Students at Risk, ed. Robert E. Slavin, Nancy L. Karweit, and Nancy A. Madden. Boston: Allyn & Bacon.
58. Karweit, Nancy. 1992. "The Kindergarten Experience." Educational Leadership 49 (March): 82-86.
59. Koopmans, Matthijs. 1991. "A Study of the Longitudinal Effects of All-Day Kindergarten Attendance on Achievement." Newark Board of Education, NJ (ERIC Document Reproduction Service no. ED 336494).
60. Lazar, Irving, Richard B. Darlington, Harry Murray, Jacqueline M. Royce, Ann Snipper, and Craig Ramey. 1982. "Lasting Effects of Early Education: A Report from the Consortium for Longitudinal Studies." Serial no. 195. Monographs of the Society for Research in Child Development 47 (2-3).
61. Lee, Valerie E., and David T. Burkam. 2002. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute.
62. Lemke, Robert J., Ann Dryden Witte, Magaly Queralt, and Robert Witt. 2000. Child Care and the Welfare to Work Transition. Working Paper no. 7583, National Bureau of Economic Research, Cambridge, MA.
63. Levin, Henry. 2002. The Cost Effectiveness of Whole School Reforms. Urban Diversity Series no. 114 (May). New York: Eric Clearinghouse on Urban Education.
64. Lysiak, Fae, and Charles L. Evans. 1976. "Kindergarten - Fun and Games, or Readings for First Grade: A Comparison of Seven Kindergarten Curricula." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April (ERIC Document Reproduction Service no. ED 121803).
65. McClinton, Sandra L., and Carolyn Topping. 1981. "Extended-Day Kindergartens: Are the Effects Intangible?" Journal of Educational Research 75 (September-October): 39-40.
66. Meisels, Samuel J., and Jack P. Shonkoff. 2000. "Early Childhood Intervention: A Continuing Evolution." In Handbook of Early Childhood Intervention, ed.Jack P. Shonkoff and Samual J. Meisels. New York: Cambridge University Press.
67. Morrow, Leslie M., Dorothy S. Strickland, and Deborah G. Woo. 1998. Literacy Instruction in Half- and Whole-Day Kindergarten. Newark, NJ: International Reading Association.
68. Naron, Nancy K. 1981. "The Need for Full-Day Kindergarten." Education Leadership 38 (January): 306-9.
69. National Association of Elementary Principals. 1985. "The Statistical Trends. Special Report: Early Childhood Education." Principal 64 (May): 42-47.
70. National Association of State Boards of Education. 1999. "Full-Day Kindergarten." NASBE Policy Update 7 (June): 1-2.
71. National Center for Education Statistics. 2000. Early Childhood Longitudinal Study: ECLS-K Base Tear Data Files and Electronic Codebook. Washington, DC: U.S. Department of Education.
72. Nieman, Ronald H., and Joseph F. Gastright. 1981. "The Long-Term Effects of Title I Preschool and All-Day Kindergarten." Phi Delta Kappan 63 (November): 184-85.
73. Ohio State Legislative Office of Education Oversight. 1997. "An Overview of Full-Day Kindergarten" (ERIC Document Reproduction Service no. ED 408046).
74. Olsen, Deborah, and Edward Zigler. 1989. "An Assessment of the All Day Kindergarten Movement." Early Childhood Research Quarterly 4 (June): 167-86.
75. Plevyak, Linda H., and Kathy Morris, 2002. "Why Is Kindergarten an Endangered Species?" Education Digest 67 (March): 23-26.
76. Puleo, Vincent T. 1988. "A Review and Critique of Research on Full-Day Kindergarten." Elementary School Journal 88 (March): 427-39.
77. Puma, Michel, Nancy Karweit, Cristofer Price, Anne Ricciuti, William Thompson, and Michael Vaden Kiernan. 1997. Prospects: Final Report on Student Outcomes. Washington, DC: U.S. Department of Education, Planning, and Evaluation Services.
78. Ramey, Craig T., and Francis A. Campbell. 1991. "Poverty, Early Childhood Education, and Academic Competence: The Abecedarian Experiment." In Children in Poverty, ed. Aletha C. Huston. Cambridge, MA: Harvard University Press.
79. Raudenbush, Stephen W., and Anthony S. Bryk. 2002. Hierarchical Linear Models: Applications and Data Analysis Methods. Newbury Park, CA: Sage.
80. Raudenbush, Stephen, Anthony S. Bryk, Yuk Fai Cheong, and Richard Congdon. 2000. HLM 5: Hierarchical Linear and Nonlinear Modeling. Chicago: Scientific Software International.
81. Reyes, Laurie H., and George Stanic. 1988. "Race, Sex, Socioeconomic Status, and Mathematics." Journal for Research in Mathematics Education 19 (January): 26-43.
82. Rosenthal, Robert, and Ralph L. Rosnow. 1984. Essentials of Behavioral Research: Methods and Data Analysis. New York: McGraw-Hill.
83. Savitz, Fred R., and Sally Drucker. 1984. "Kindergarten Experience and First Grade Reading Achievement." Paper presented at the annual meeting of the Keystone State Reading Association, Hershey, PA, November (ERIC Document Reproduction Service no. ED 253846).
84. Shapiro, Michael S. 1983. Child's Garden: The Kindergarten Movement from Froebel to Dewey. University Park: Pennsylvania State University Press.
85. Share, David L., Anthony F. Jorm, Rod Maclean, and Russell Matthews. 1984. "Sources of Individual Differences in Reading Acquisition." Journal of Educational Psychology 76 (December): 1309-24.
86. Shepard, Lorrie A., and Mary L. Smith. 1988. "Escalating Academic Demand in Kindergarten: Counterproductive Policies." Elementary School Journal 89 (November): 134-45.
87. Sherman, Arloc. 1994. Wasting America's Future: The Children's Defense Fund Report on the Costs of Child Poverty. Boston: Beacon.
88. Slaughter, Helen B., and Stephen Powers. 1983. "Effect of Increased, Allocated and Engaged Instructional Time on the Achievement of High Risk Kindergarten Students: An Evaluation of the Chapter I Extended Time Kindergarten Project." Tucson Unified School District, Tucson, AZ (ERIC Document Reproduction Service no. ED 256471).
89. Smith, Mike. 1998. "O'Bannon Tilts toward Full-Day Kindergarten." South Bend Tribune, July 8, http://www.southbendtribune.com.
90. Smith, Mike, 1999. "Full-Day Kindergarten Dead for Now." South Bend Tribune, May 6, http://www.southbendtribune.com.
91. Spodek, Bernard. 1986. "Introduction." In Today's Kindergarten: Exploring the Knowledge Base, Expanding the Curriculum, ed. Bernard Spodek. New York: Teachers College Press.
92. Stinard, Thomas A. 1982. "Synopsis of Research on Kindergarten Scheduling: Half-Day, Everyday; Full Day, Alternate Day; and Full Day, Everyday." Grant Wood Area Education Agency, Cedar Rapids, IA (ERIC Document Reproduction Service no. ED 219151).
93. Synder, Thomas, and Charlene Hoffman. 2001. Digest of Education Statistics. NCES 2001-034. Washington, DC: National Center for Education Statistics.
94. Terens, Sheila. 1984. "Second Year Full Day Kindergarten Program Evaluation, Lawrence Public Schools, Number Four School." Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April (ERIC Document Reproduction Service no. ED 251177).
95. Towers, James M. 1991. "Attitudes towards the All-Day Everyday Kindergarten." Children Today 20 (January-February): 25-28.
96. Turner, Tracy. 2002. "Funds Sought for Full-Day Kindergarten." Fort Wayne News-Sentinel, March 6, http://www.fortwayne.com.
97. U.S. Department of Education. 2000. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Washington, DC: National Center for Education Statistics.
98. Vecchiotti, Sarah. 2001. Kindergarten: The Overlooked School Year. New York: Foundation for Child Development.
99. Walsh, Daniel J. 1989. "Changes in Kindergarten: Why Here? Why Now?" Early Childhood Research Quarterly 4 (September): 377-91.
100. Wang, Y. Lawrence, and Witcomb G. Johnstone. 1999. "Evaluation of a Full-Day Kindergarten Program." ERS Spectrum 17 (Spring): 27-32.
101. Warjanka, Irene. 1982. "Differential Effect of Length of Day on Kindergarten Readiness." MA thesis, Kean College (ERIC Document Reproduction Service no. ED 214144).
102. Weast, Jerry D. 2001. "Why We Need Rigorous, Full-Day Kindergarten." Principal 80 (May): 6-9.
103. Weiss, Andrea, and Robert M. Offenberg. 2002. Enhancing Urban Children's Early Success in School: The Power of Full-Day Kindergarten, Philadelphia: Philadelphia Public Schools, Office of Research and Evaluation.
104. West, Jerry, Kristin Denton, and Elvira Germino-Hausken. 2000. America's Kindergartners. Washington, DC: National Center for Education Statistics.
105. Winter, Mildred, and Alice E. Klein. 1970. "Extending the Kindergarten Day: Does It Make a Difference in the Achievement of Educationally Advantaged and Disadvantaged Pupils?" Bureau of Elementary and Secondary Education, Washington DC (ERIC Document Reproduction Service no. ED 087534).
106. Wisconsin State Department of Public Instruction. 1980. "A Comprehensive Study and Evaluation of Three Types of Kindergarten Programs." Wisconsin State Department of Public Instruction, Amherst (ERIC Document Reproduction Service no. ED 201384).
107. Zernike, Kate, 2000. "No Time for Napping in Today's Kindergarten." New York Times, October 12, http://www.nytimes.com.
108. Zill, Nicholas, 1999. "Promoting Educational Equity and Excellence in Kindergarten." In The Transition to Kindergarten, ed. Robert C. Pianta and MarthaJ. Cox. Baltimore: Paul H. Brookes.