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.
