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ED369540 PS022301
Title: Full-day Versus Half-day Kindergarten: An Experimental Study.
Author(s): Holmes, C. Thomas; McConnell, Barbara M.
Pages: 14
Publication Date: April 1990
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Georgia
Journal Announcement: RIESEP1994
This study
examined differences between 326 students enrolled in a full-day
kindergarten program and 311 students in a half-day program. Data
were obtained from six measures of academic achievement from the
California Achievement Tests, administered in the spring. Results
indicated no significant differences between the two groups on four
measures of academic achievement--visual recognition, sound recognition,
vocabulary, and language expression. Significant differences were
found on two scores, comprehension and mathematics concepts and
applications. Further analysis determined that the difference in
comprehension scores was due to girls in the half-day program scoring
higher than boys in the full-day program and could not be attributed
to differences in the programs. The difference in mathematics concepts
and applications scores was due to boys in the full-day program
significantly outscoring boys in the half-day program. (Includes
23 references.) (MDM)
Descriptors: *Academic Achievement; Comparative Analysis; Comprehension;
*Full Day Half Day Schedules; *Individual Differences; *Kindergarten;
*Kindergarten Children; Language Skills; Mathematics Skills; Primary
Education; Sex Differences
Identifiers: California Achievement Tests
