Effects of full-day kindergarten on the long-term health prospects of children in low-income and racial/ethnic-minority populations: A community guide systematic review

American Journal of Preventive Medicine

Volumn 46, Issue 3, 2014, Pages 312-323

  Hahn, Robert A ^a   Rammohan, Veda ^a   Truman, Benedict I ^b   Milstein, Bobby ^c   Johnson, Robert L ^d   Muntañer, Carles ^f   Jones, Camara P ^a   Fullilove, Mindy T ^e   Chattopadhyay, Sajal K ^a   Hunt, Pete C ^a   Abraido Lanza, Ana F ^e  

^a CENTERS FOR DISEASE CONTROL AND PREVENTION   (United States)

^b CENTERS FOR DISEASE CONTROL AND PREVENTION   (United States)

^c Hygeia Dynamics   (United States)

^d RUTGERS NEW JERSEY MEDICAL SCHOOL   (United States)

^e Och Spine at New York Presbyterian Hospitals   (United States)

^f UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; EDUCATION PROGRAM; ETHNIC AND RACIAL GROUPS; HEALTH EDUCATION; HIGH SCHOOL; HUMAN; KINDERGARTEN; LOWEST INCOME GROUP; META ANALYSIS; PRIMARY SCHOOL; REVIEW; SYSTEMATIC REVIEW; UNITED STATES;

CHILD; EDUCATION; EDUCATIONAL STATUS; HEALTH STATUS; HEALTH STATUS DISPARITIES; HUMANS; MINORITY GROUPS; POVERTY; SCHOOLS; SOCIOECONOMIC FACTORS; TIME FACTORS;

EID: 84893869148     PISSN: 07493797     EISSN: 18732607     Source Type: Journal    
DOI: 10.1016/j.amepre.2013.12.003     Document Type: Article

References (71)

1. Commission on Social Determinants of Health Closing the gap in a generation: health equity through action on the social determinants of health. Final Report of the Commission on Social Determinants of Health 2008 WHO Geneva whqlibdoc.who.int/publications/2008/9789241563703-eng.pdf
2. Feinstein L, Sabates R, Anderson TM, Sorhaindo A, Hammond C. What are the effects of education on health? Measuring the effects of education on health and civic engagement. Proceedings of the Copenhagen Symposium, 2006.
3. U.S. Department of Education, National Center for Education Statistics. Entering kindergarten: a portrait of American children when they begin school: findings from The Condition of Education 2000. nces.ed.gov/pubs2001/2001035.pdf.
4. G. Farkas, and K. Beron The detailed age trajectory of oral vocabulary knowledge: differences by class and race Soc Sci Res 33 2004 464 497 (Pubitemid 39072544)
5. Egerter S, Braveman P, Sadegh-Nobari T, Grossman-Kahn R, Dekker M. Education matters for health. Issue Brief 6: Education and health. Robert Wood Johnson Foundation, 2009. www.rwjf.org/content/dam/web-assets/2009/09/education- matters-for-health.
6. C.E. Ross, and C. Wu The links between education and health Am Sociol Rev 60 1995 719 745 (Pubitemid 26466652)
7. A. Bowers Reconsidering grades as data for decision making: more than just academic knowledge J Educ Admin 47 2009 609 629
8. Chetty R, Friedman JN, Hilger N, Saez E, Schanzenbach DW, Yagan D. How does your kindergarten classroom affect your earnings? National Bureau of Economic Research Working Paper #16381, 2010. www.nber.org/papers/w16381.
9. E. Dhuey Who benefits from kindergarten? Evidence from the introduction of state subsidization Educ Eval Policy Anal 33 1 2011 3 22
10. Bureau of Labor Statistics, Census Bureau. Current Population Survey (CPS) 2009.
11. U.S. Census Bureau. School enrollment in the U.S.: enrollment status of the population 3 years old and over, by sex, age, race, Hispanic origin, foreign born, and foreign-born parentage: October 2011. www.census.gov/hhes/school/ data/cps/2011/tables.html.
12. P.A. Briss, S. Zaza, and M. Pappaioanou et al. Developing an evidence-based Guide to Community Preventive Service - methods Am J Prev Med 18 1S 2000 35 43 (Pubitemid 30114233)
13. S. Zaza, L.K. Wright-De Aguero, and P.A. Briss et al. Data collection instrument and procedure for systematic reviews in the Guide to Community Preventive Services Am J Prev Med 18 1S 2011 44 74
14. G.J. Duncan, C.J. Dowsett, and A. Claessens et al. School readiness and later achievement Dev Psychol 43 6 2007 1428 1446
15. World Bank. World development indicators 2006. go.worldbank.org/ I358WVLTT0.
16. H. Cooper, A. Batts Allen, E. Patall, and A.L. Dent Effects of full-day kindergarten on academic achievement and social development Rev Educ Res 80 1 2010 34 70
17. M.W. Lipsey, and D.B. Wilson Practical meta-analysis. Applied social research methods vol. 49 2000 Sage Thousand Oaks CA
18. M. Lipsey, and D. Wilson The efficacy of psychological, educational, and behavioral treatment Am Psychologist 48 1993 1181 1209
19. J.E. Hunter, and F.L. Schmidt Fixed effects vs. random effects meta-analysis models: implications for cumulative research knowledge Int J Select Assess 8 4 2000 275 292 (Pubitemid 33203822)
20. K. Fischer States and individual differences in cognitive development Annu Rev Psychol 36 1985 613 648
21. S. Macartney Child poverty in the U.S. 2009 and 2010: selected race groups and Hispanic origin 2011 American Community Survey Briefs. U.S. Census Bureau
22. R. Rosenthal, and D.B. Rubin A simple general purpose display of magnitude of experimental effect J Educ Psychol 74 1982 166 169
23. Anderson E. Increasing school effectiveness: the full-day kindergarten. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans LA, 1984.
24. Hamilton Township Schools New Jersey. Full-day kindergarten pilot program. Interim report of the Full-Day Kindergarten Pilot Program Committee. Interim Evaluation. Full-Scale Evaluation, 1984. Report No.: ED 275461.
25. Department of Education. Federal TRIO Programs current-year low-income levels. www2.ed.gov/about/offices/list/ope/trio/incomelevels.html.
26. National Center for Education Statistics. Early Childhood Longitudinal Program (ECLS). nces.ed.gov/ecls/kindergarten.asp.
27. J.S. Cannon, A. Jacknowitz, and G. Painter Is full better than half? Examining the longitudinal effects of full-day kindergarten attendance J Policy Anal Manage 25 2006 299 321 (Pubitemid 43555545)
28. P. DeCicca Does full-day kindergarten matter? Evidence from the first two years of schooling Econ Educ Rev 26 1 2007 67 82
29. Fish RM. Relationship between education intensity in kindergarten and grade 1 and the academic benefits of attending pre-school. Unpublished doctoral dissertation, State University of New York at Buffalo, 2008.
30. James S. The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children. Unpublished doctoral dissertation, Howard University, 2008.
31. D. Kaplan Methodological advances in the analysis of individual growth with relevance to education policy Peabody J Educ 77 2002 189
32. V.N. Le, S.N. Kirby, H. Barney, C.M. Setodji, and D. Gershwin School readiness, full-day kindergarten, and student achievement: an empirical investigation 2006 RAND Corporation Santa Monica CA
33. Rathbun AH, Walston JT, Hausken EG. Kindergarten teachers' use of developmentally appropriate practices: results from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. Paper presented at the Annual Meeting of the American Educational Research Association; 2000 Apr 24-28; New Orleans LA, 2000.
34. E. Votruba-Drzal, C. Li-Grinning, and C. Maldonado-Carreño A developmental perspective on full- versus part-day kindergarten and children's academic trajectories through fifth grade Child Dev 79 4 2008 957 978
35. J. Currie, and D. Thomas School quality and the longer-term effects of Head Start J Human Res 35 4 2000 755 774
36. V.E. Lee, and S. Loeb Where do Head Start attendees end up? One reason why preschool effects fade out Educ Eval Policy Anal 17 1 1995 62 82
37. J. Currie Early childhood education programs J Econ Perspect 15 2 2001 213 238 (Pubitemid 33594769)
38. T. Loveless, S. Farkas, and A. Dufett High achieving students in the era of NCLB 2008 Thomas B. Fordham Foundation & Institute Washington DC
39. G. Camilli, S. Vargas, S. Ryan, and W.S. Barnett Meta-analysis of the effects of early education interventions on cognitive and social development Teach Coll Rec 112 3 2010 579 620
40. W.S. Barnett Effectiveness of early educational intervention Science 333 6045 2011 975 978
41. K.A. Magnuson, C. Ruhm, and J. Waldfogel The persistence of preschool effects: do subsequent classroom experiences matter? Early Child Res Q 22 2007 18 38
42. M. Nores, and S.B. Barnett Benefits of early childhood interventions across the world: (under) investing in the very young Econ Educ Rev 29 2 2011 271 282
43. F.A. Campbell, C.T. Ramey, E. Pungello, J. Sparling, and S. Miller-Johnson Early childhood education: young adult outcomes from the Abecedarian Project Appl Dev Sci 6 1 2002 42 57
44. A.J. Reynolds Effects of a preschool plus follow-on intervention for children at risk Dev Psychol 30 6 1994 787 804
45. Dynarski M, Clarke L, Cobb B, Finn J, Rumberger R, Smink J. Dropout prevention: a practice guide. U.S. Department of Education. Institute of Education Sciences, 2008. ies.ed.gov/ncee/wwc/pdf/practice-guides/d 090308.pdf.
46. Ackerman DJ, Barnett WS, Robin KB. Making the most of kindergarten: present trends and future issues in the provision of full-day programs. NIEER (National Institute for Early Education Research) Policy Report, 2005.
47. J.R. Cryan, R. Sheehan, J. Wiechel, and I.G. Bandy-Hedden Success outcomes of full-day kindergarten: more positive behavior and increased achievement in the years after Early Child Res Q 7 2 1992 187 203
48. L.A. Karoly, M.R. Kilburn, and J.S. Cannon Early childhood interventions: proven results, future promise 2005 The RAND Corporation Santa Monica CA
49. Lee VE, Burkham DT, Ready D, Honigman J, Meisels SJ. Full-day vs. half-day kindergarten: in which program do children learn more? U.S. Department of Education, Office of Educational Research and Improvement (Award Reference Number R305T990362-00). school.elps.k12.mi.us/kindergarten-study/Full-Half-U-of- M-study-V-Lee-et-al.pdf.
50. J. Elicker, and S. Mathur What do they do all day? Comprehensive evaluation of a full-day kindergarten Early Child Res Q 12 4 1997 459 480 (Pubitemid 127345309)
51. D. Olsen, and E. Zigler An assessment of the all-day kindergarten movement Early Child Res Q 4 2 1989 167 186
52. J.A. Plucker, J.J. Eaton, and K.E. Rapp et al. The effects of full day versus half day kindergarten: review and analysis of national and Indiana data 2004 Center for Evaluation and Education Policy Bloomington IN
53. V.T. Puleo A review and critique of research on full-day kindergarten Elementary School J 88 1988 427 439
54. Gamoran A, Milesi C. Quantity of schooling and educational inequality: full-day kindergarten in the USA. Paper presented at the meetings of the Research Committee on Social Stratification, International Sociological Association; 2003 Mar; Tokyo.
55. J. Walston, and J. West Full-day and half-day kindergarten in the U.S.: findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (NCES 2004-078). U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences 2004 U.S. Government Printing Office Washington DC
56. S. Loeb, M. Bridges, D. Bassok, B. Fuller, and R.W. Rumberger How much is too much? The influence of preschool centers on children's social and cognitive development Econ Educ Rev 26 2007 52 66 (Pubitemid 46039426)
57. National Institute of Child Health and Human Development Early Child Care Research Network Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Dev 74 4 2003 976 1005
58. National Institute of Child Health and Human Development Early Child Care Research Network The NICHD Study of Early Child Care: contexts of development and developmental outcomes over the first seven years of life J. Brooks-Gunn, A.S. Fuligni, and L.J. Berlin Early childhood development in the 21st century: profiles of current research initiatives 2003 Teachers College Press New York 182 201
59. W.S. Barnett Four reasons the US should offer every child a preschool education E. Zigler, W.S. Gilliam, W.S. Barnett, The pre-K debates: current controversies and issues 2011 Brookes Publishing Baltimore MD
60. Fitzpatrick MD. Starting school at four: the effect of universal pre-kindergarten on children's academic achievement. BE Journal of Economic Analysis and Policy (BEJEAP), 2008. www.bepress.com/bejeap/vol8/iss1/art46.
61. W.T. Gormley, T. Gayer, D. Phillips, and B. Dawson The effects of universal pre-K on cognitive development Dev Psychol 41 6 2005 872 884 (Pubitemid 41759629)
62. S. Aos, M. Miller, and J. Mayfield Benefits and costs of K-12 educational policies: evidence-based effects of class size reductions and full-day kindergarten 2007 Washington State Institute for Public Policy Olympia WA
63. Brewster C, Railsback J. Full-day kindergarten: exploring an option for extended learning. Northwest Regional Educational Laboratory, 2002. educationnorthwest.org/webfm-send/467.
64. R.T. Stone The Pennsylvania State University Full-day kindergarten in Manheim Central School District: exploring early literacy growth and proficiency 2006 The Pennsylvania State University University Park PA
65. V.G. Carande-Kulis, M.V. Maciosek, and P.A. Briss et al. Methods for systematic reviews of economic evaluations for the Guide to Community Preventive Services Am J Prev Med 18 1S 2000 75 91 (Pubitemid 30114235)
66. U.S. Department of Labor, Bureau Labor Statistics. Consumer Price Index - all urban consumers. data.bls.gov/PDQ/outside.jsp?survey=cu.
67. Weiss ADG, Offenberg RM. Enhancing urban children's early success in school: the power of full-day kindergarten. Paper presented at the Annual Meeting of the American Educational Research Association; 2002 Apr; New Orleans LA.
68. DeCesare D. Full-day kindergarten programs improve chances of academic success. The Progress of Education Reform, vol. 5, no. 4. Denver CO: Education Commision of the States, 2004. www.ecs.org/clearinghouse/54/83/5483.pdf.
69. N. Karweit The kindergarten experience Educ Leadership 49 6 1992 82 86
70. J. Brooks-Gunn Early childhood education. The likelihood for sustained effects E. Zigler, W.S. Gilliam, W.S. Barnett, The pre-K debates: current controversies and issues 2011 Brookes Publishing Baltimore MD
71. A.J. Reynolds, K.A. Magnuson, and S.-R. Ou Preschool-to-third grade programs and practices: a review of research Child Youth Serv Rev 32 2010 1121 1131