Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999

Author(s): Walston, Jill; West, Jerry;
Date Issued: 2004
Publisher(s): National Center for Education Statistics
Description: A report examining the differences between full-day and half-day kindergarten across the United States using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data from schools, teachers, parents and kindergarten children
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Funder(s): National Center for Education Statistics ; United States. Head Start Bureau ; United States. Department of Agriculture. Economic Research Service ; National Institute of Child Health and Human Development (U.S.) ; Special Education Programs (U.S.) ; United States. Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students ; United States. Department of Education. Policy and Program Studies Service
Source: (NCES 2004-078). Washington, DC: National Center for Education Statistics. Retrieved September 12, 2005, from http://nces.ed.gov/pubs2004/2004078.pdf
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Kindergarten
Country: United States
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Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 [Executive summary] Executive Summary
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) [United States] Data Sets


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