Does Full-Day Kindergarten Matter? Evidence from the First Two Years of Schooling

Autor/in	DeCicca, Philip
Titel	Does Full-Day Kindergarten Matter? Evidence from the First Two Years of Schooling
Quelle	In: Economics of Education Review, 26 (2007) 1, S.67-82 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2005.04.003
Schlagwörter	Kindergarten; Scores; Mathematics Achievement; Racial Differences; Academic Achievement; Reading Achievement; Time Factors (Learning); Minority Group Children; Effect Size; Standardized Tests; School Schedules; Longitudinal Studies; Program Effectiveness; Grade 1; United States + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Schulleistung; Leseleistung; Standadised tests; Standardisierter Test; Schulzeiteinteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; USA
Abstract	Over the past three decades, enrollment in full-day kindergarten has grown considerably--from roughly one-tenth to just over half of US kindergartners today. Full-day kindergarten reappeared first in the 1960s as an intervention designed to help disadvantaged children ''catch up'' to their peers through additional schooling. More recently, it has gained popularity among non-poor parents and schools, so that children presently enrolled in full-day programs are, on average, very similar to their half-day counterparts in baseline test scores as well as other child, parent and school characteristics. Using longitudinal data, I estimate the impact of full-day kindergarten on standardized test scores in mathematics and reading, as children progress from kindergarten to first grade. I find that full-day kindergarten has sizeable impacts on academic achievement, but the estimated gains are short-lived, particularly for minority children. Given the additional expense of full-day kindergarten, information regarding the size and duration of gains should be of great interest to policy makers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10