The Effects of a Full-Day Kindergarten and Half-Day Kindergarten Program on First and Second Grade Literacy Achievement
Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
full-day kindergarten, literacy achievement
The focus of this study examined the effects of a full-day kindergarten and half-day kindergarten program on first and second grade literacy achievement, and the academic, social and behavioral skills development of the students as perceived by teachers and parents. A secondary purpose was to determine the gender differential between males and females enrolled in half-day kindergarten and full-day kindergarten as demonstrated by their Terra Nova Achievement Scores. This study was significant because the findings on the effects of full-day kindergarten on student achievement have been inconsistent. In addition, the district in which this study was conducted continues to be innovative in its attempts to meet the diverse and changing needs of the student population. Additionally, the findings of this study may benefit similar school sites considering full-day kindergarten as they reevaluate kindergarten scheduling of full-day kindergarten and half-day kindergarten programs. Subjects included 75 first and second graders, ages 5-7 divided into half-day kindergarten N=42 (Girls=21; Boys=21) and full-day kindergarten N=33 (Girls=17; Boys=16). The analysis of variance (ANOVA) statistical procedure was utilized to compare academic performance of full-day kindergarten versus half-day kindergarten students. The Factorial ANOVA was also used in this study to determine mean differences between boys and girls, and between half-day/full-day kindergartens. A significant difference was found in second grade students who participated in full-day kindergarten.
Skezas, R. (2006). The Effects of a Full-Day Kindergarten and Half-Day Kindergarten Program on First and Second Grade Literacy Achievement (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1663