Published Online:

Full-Day Programs Backed

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Full-day kindergarten programs are more likely to improve the academic achievement of economically disadvantaged students than half-day programs, a report by a Johns Hopkins University researcher concludes.

The report reviews nine studies that compare the effects of full- versus half-day programs. Eight concluded that disadvantaged and underachieving students make greater short-term gains from remaining in school for a longer period, and one found that the benefits of shorter and longer days are the same for those students.

Copies of "Full or Half Day Kindergarten--Does it Matter?" are available for $4 each from the Center for Research on Elementary and Middle Schools, Johns Hopkins University, 3505 Charles Street, Baltimore, Md. 21218.

Web Only

You must be logged in to leave a comment. Login | Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented