A study of the longitudinal mathematics and reading growth patterns of students from linguistically and economically disadvantaged backgrounds from kindergarten entry through fifth grade, an examination of the relationship between participation in of all-day or half-day kindergarten on that growth, and an examination of these relationships for those students from the two lowest socioeconomic (SES) quintiles, based on data from 11,776 students in the Early Childhood Longitudinal Study, Kindergarten (ECLS-K)