Children in full-day kindergarten programs make more progress in literacy and mathematics than those in half-day programs, concludes a study.
Conducted by a team of researchers at the University of Michigan in Ann Arbor, the study also shows that disadvantaged children are more likely than those from wealthier families to attend full-day classes. The researchers examined a nationally representative sample of more than 8,000 children in 500 schools that are part of the federal government’s ongoing Early Childhood Longitudinal Study-Kindergarten Cohort. The results of the study were published in the February 2006 issue of the American Journal of Education.
Vol. 25, Issue 24, Page 16Published in Print: February 22, 2006, as Kindergarten Comparison