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How Do Linguistically Diverse Students Fare in Full- and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance
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Hall-Kenyon, Kendra M.; Bingham, Gary E.; Korth, Byran B. – Early Education and Development, 2009
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced…
Descriptors: Academic Achievement, Attendance Patterns, Kindergarten, Educational Quality