Child Care and Early Education Research Connections

Skip to main content

Does full-day kindergarten matter?: Evidence from the first two years of schooling

Description:
A comparative analysis of the kindergarten and first grade reading and mathematics test scores of a sample of 8,164 children, based on whether they attended half-time or full-time kindergarten, with results separated into race groups of White, Hispanic, and Afro-American
Resource Type:
Reports & Papers
Author(s):
DeCicca Philip
Publisher(s):
Elsevier Science (Firm)
Country:
United States

- Related Resources

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

The economics of early childhood education [Special issue]

Other
view

- Related Studies

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/3676

- You May Also Like

These resources share similarities with the current selection.

Full-day kindergarten: A review of the evidence and benefit-cost analysis

Literature Review
Full-day kindergarten: A review of the evidence and benefit-cost analysis

Full-day kindergarten and School Improvement Grants

Fact Sheets & Briefs
Full-day kindergarten and School Improvement Grants

Comparing longitudinal academic achievement of full-day and half-day kindergarten students

Reports & Papers
Comparing longitudinal academic achievement of full-day and half-day kindergarten students
Release: 'v1.61.0' | Built: 2024-04-23 23:03:38 EDT