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A Review and Critique of Research on Full-Day Kindergarten

https://doi.org/10.1086/461548
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1080/00220671.1979.10885215openalex-snapshot
The Effect of Time and Structure on Kindergarten Student Social and Academic Performance
inferredcites →https://doi.org/10.1080/00221546.1980.11780038openalex-snapshot
The Profession and Practice of Program Evaluation
inferredcites →https://doi.org/10.2307/3119887openalex-snapshot
Human Characteristics and School Learning
inferredcites →https://doi.org/10.3102/0013189x014006009openalex-snapshot
Should We Lengthen the School Term?
inferredcites →https://doi.org/10.4324/9781315060163-9openalex-snapshot
A Model of School Learning

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.755029openalex-extracted
inferred← citeshttps://doi.org/10.1002/j.2379-3988.2003.tb00021.xopenalex-snapshot
Kindergarten: An Overlooked Educational Policy Priority
inferred← citeshttps://doi.org/10.1002/pam.20174openalex-snapshot
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
inferred← citeshttps://doi.org/10.1002/pam.20560openalex-snapshot
The effect of attending full‐day kindergarten on English learner students
inferred← citeshttps://doi.org/10.1016/j.amepre.2013.12.003openalex-snapshot
Effects of Full-Day Kindergarten on the Long-Term Health Prospects of Children in Low-Income and Racial/Ethnic-Minority Populations
inferred← citeshttps://doi.org/10.1016/j.childyouth.2016.09.013openalex-snapshot
Predictors of Chinese early childhood program quality: Implications for policies
inferred← citeshttps://doi.org/10.1016/j.ecresq.2007.08.001openalex-snapshot
Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference?
inferred← citeshttps://doi.org/10.1016/s0885-2006(97)90022-3openalex-snapshot
What do they do all day? Comprehensive evaluation of a full-day kindergarten
inferred← citeshttps://doi.org/10.1037/e578312010-001openalex-snapshot
The Effects of Full Day Versus Half Day Kindergarten: Review and Analysis of National and Indiana Data
inferred← citeshttps://doi.org/10.1080/00094056.2000.10521169openalex-snapshot
Review of Research: All-Day Kindergarten
inferred← citeshttps://doi.org/10.1080/00220671.2018.1486280openalex-snapshot
A longitudinal comparison of learning outcomes in full-day and half-day kindergarten
inferred← citeshttps://doi.org/10.1080/03004430.2012.662227openalex-snapshot
Full- and half-day kindergarten programmes: examining impacts on second language learners
inferred← citeshttps://doi.org/10.1080/03004430.2014.913586openalex-snapshot
Long-term benefits of full-day kindergarten: a longitudinal population-based study
inferred← citeshttps://doi.org/10.1080/10409280802206593openalex-snapshot
How Do Linguistically Diverse Students Fare in Full- and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance
inferred← citeshttps://doi.org/10.1080/10409289.2026.2656944openalex-snapshot
Full-Day Kindergarten and Reading Performance: Kindergarten Through Grade Three
inferred← citeshttps://doi.org/10.1080/10901020500527145openalex-snapshot
Kindergarten Education and Early Childhood Teacher Education in the United States: Status at the Start of the 21stCentury
inferred← citeshttps://doi.org/10.1086/498994openalex-snapshot
Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?
inferred← citeshttps://doi.org/10.1108/978-1-60752-801-220251005openalex-snapshot
Effective Early Childhood Curriculum for Children at Risk
inferred← citeshttps://doi.org/10.1111/j.1744-7984.2002.tb00077.xopenalex-snapshot
Educating At‐Risk Preschool and Kindergarten Children
inferred← citeshttps://doi.org/10.1177/016146810210401005openalex-snapshot
Section Two: Educating At-Risk Students from Preschool through High School
inferred← citeshttps://doi.org/10.17760/d20194150openalex-snapshot
Teacher perceptions of mobility among English language learners in full day kindergarten
inferred← citeshttps://doi.org/10.2307/1163634openalex-snapshot
Class Size and Student Achievement: Research-Based Policy Alternatives
inferred← citeshttps://doi.org/10.3102/0034654309359185openalex-snapshot
Effects of Full-Day Kindergarten on Academic Achievement and Social Development
inferred← citeshttps://doi.org/10.3200/joer.98.2.79-93openalex-snapshot
Classroom Organization and Student Behavior in Kindergarten
inferred← citeshttps://doi.org/10.3200/joer.99.5.260-270openalex-snapshot
Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students
inferred← citeshttps://doi.org/10.32597/dissertations/734/openalex-snapshot
An Assessment of Home and Classroom Literacy Environments and the Emergent Literacy Development of Kindergarten Students in Two Southwestern Michigan School Districts
inferred← citeshttps://doi.org/10.38124/ijisrt/ijisrt24jun492openalex-snapshot
Assessing a Child's Readiness for Kindergarten Learners Based on Age and Skills: Views of Teachers
inferred← citeshttps://doi.org/10.5206/eei.v29i3.9386openalex-snapshot
The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education
inferred← citeshttps://doi.org/10.7202/1086727aropenalex-snapshot
Les enfants des milieux défavorisés inscrits à la maternelle à plein temps réussissent-ils mieux à l’école primaire ?
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