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Direct linkHall-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
Download full textEarly, Margaret – TESL Canada Journal, 1989
Investigates the progress and achievement of primary (N=20) and secondary (N=20) school English-as-a-Second-Language students in a large urban school district in Western Canada. Results suggest that assumptions that students can achieve language proficiency in a maximum of three years are unrealistic. (Author/CB)
Descriptors: Communicative Competence (Languages), Elementary Secondary Education, English (Second Language), Foreign Countries
Leben, Clay – 1987
In 1986-87, the Austin (Texas) Independent School District converted from a full-day prekindergarten program for low-achieving children to a half-day program to serve more limited-English-proficient (LEP) and low-income children (thereby meeting eligibility criteria in conformance with Texas House Bill 72). Half-day instructional time was 60% of…
Descriptors: Achievement Gains, Bilingual Education Programs, Compensatory Education, English (Second Language)
