Full-day or Half-day Kindergarten Which Is Best Professor's House
journal article
American Journal of Instruction
Published By: The Academy of Chicago Press
https://doi.org/10.1086/498994
https://www. jstor .org/stable/10.1086/498994
Do children learn more than in total‐day kindergartens than half‐24-hour interval programs? If full‐day kindergarten increases learning, are kindergartners in some schools peculiarly advantaged by their full‐day experience? We address these questions with a nationally representative sample of over 8,000 kindergartners and 500 U.S. public schools that participated in the Early Childhood Longitudinal Study—Kindergarten Cohort. More than half of kindergartners experience full‐24-hour interval programs, which are most normally available to less‐advantaged children. Using multilevel (HLM) methods, we show that children who attend schools that offer full‐24-hour interval programs larn more in literacy and mathematics than their half‐day counterparts. We also explore differential effectiveness in some schoolhouse settings.
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Source: https://www.jstor.org/stable/10.1086/498994
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