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ED336494 UD028354
Title: A Study of the Longitudinal Effects of All-Day Kindergarten Attendance on Achievement.
Author(s): Koopmans, Matthijs
Author Affiliation: Newark Board of Education, NJ. Office of Research, Evaluation and Testing.(BBB20352)
Pages: 18
Publication Date: 1991
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEJAN1992
This evaluation
of the long-term effect of attending an all-day kindergarten program
on academic achievement found that students in grade 1 who had attended
the all-day program had a significant advantage over students who
had attended a traditional half-day program. A 3-year longitudinal
assessment was made for two cohorts of students, one that started
grade 1 in 1987 and one that started grade 1 in 1988. Elementary
school achievement test scores of students who had attended the
full-day program were compared with the scores of students who had
attended a half-day program. A previous study evaluated the effects
of attending the full-day program on the 1987 cohort for the first
2 years of elementary school. Both studies found a significant advantage
of the full-day program over the half-day program. However, the
achievement difference between the groups lost significance after
the first year of elementary school for the 1987 cohort. The difference
remained significant for the 1988 cohort in the second year, but
further study is needed to determine whether this difference remains
prominent. Statistical data are presented in 14 tables. A list of
five references is appended. (FMW)
Descriptors: *Achievement Rating; *Full Day Half Day Schedules;
*High Risk Students; *Kindergarten; *Kindergarten Children; Longitudinal
Studies; Primary Education;
Program Evaluation; *Time Factors (Learning); Urban Schools
Identifiers: *Newark School System NJ
