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Download full textPlucker, Jonathan A.; Zapf, Jason S. – Center for Evaluation and Education Policy, Indiana University, 2005
Are students who attend full-day kindergarten better prepared for future academic success than their peers who attend half-day kindergarten programs? Much of the current research on full-day kindergarten programs suggests they are. Researchers cite gains such as increased academic achievement, lower grade retention rates, improved attendance, and…
Descriptors: Kindergarten, School Schedules, Program Effectiveness, Academic Achievement
Plucker, Jonathan A.; Eaton, Jessica J.; Rapp, Kelly E.; Lim, Woong; Nowak, Jeffrey; Hansen, John A.; Bartleson, Amy – Center for Evaluation and Education Policy, Indiana University, 2004
The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3)…
Descriptors: Kindergarten, School Schedules, Program Effectiveness, School Districts
