Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after

This statewide longitudinal study was designed to investigate the effects of kindergarten schedule (half day, alternate day, and full day) and prior preschool attendance on elementary children's success (achievement, incidence of grade retention, provision of special educational services, and classroom behavior). Academic data are summarized from two phases of the study: a retrospective analysis of children's outcomes related to kindergarten attendance in 27 school districts in the years 1982, 1983, and 1984; and a prospective analysis of two cohorts of children, one entering kindergarten in fall 1986 in 27 school districts and one in fall 1987 in 32 school districts. Behavioral outcome data are reported in detail. Existing data found in cumulative folders, representing scores from 13 different standardized tests, and various outcome data were analyzed for the retrospective study. Outcome data for the ongoing study were gathered from the Metropolitan Readiness Tests (administered in kindergarten), the Metropolitan Achievement Tests (administered in first grade), and the Hahnemann Elementary School Behavior Rating Scale (administered in kindergarten). Results from the longitudinal study indicate that children who attend preschool prior to kindergarten experience greater subsequent success in elementary school than those who do not. Results from both phases of the study indicate that participation in full-day kindergarten is positively related to subsequent school performance, at least through first grade. Additional analyses demonstrate the significant impact of age at entrance to kindergarten and of gender.