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School Readiness, Full-Day Kindergarten, and Student Achievement: An Empirical Investigation
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Promoting academic success and preventing disruptive behavior disorders through community partnership
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Predicting early school success with developmental and social skills screeners
inferredcites →https://doi.org/10.1002/j.2379-3988.2005.tb00044.xopenalex-snapshot
PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old
inferredcites →https://doi.org/10.1002/pam.20174openalex-snapshot
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
inferredcites →https://doi.org/10.1016/0885-2006(92)90004-iopenalex-snapshot
Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after
inferredcites →https://doi.org/10.1016/0885-2006(92)90060-copenalex-snapshot
Differential effects of three preschool models on inner-city 4-year-olds
inferredcites →https://doi.org/10.1016/s0278-5919(20)31466-6openalex-snapshot
Exercise and Mental Health in the Pediatric Population
inferredcites →https://doi.org/10.1016/s0885-2006(00)00049-1openalex-snapshot
Teachers’ judgments of problems in the transition to kindergarten
inferredcites →https://doi.org/10.1016/s0885-2006(00)00069-7openalex-snapshot
Children at risk for early academic problems: the role of learning-related social skills
inferredcites →https://doi.org/10.1016/s0885-2006(97)90022-3openalex-snapshot
What do they do all day? Comprehensive evaluation of a full-day kindergarten
inferredcites →https://doi.org/10.1037//0012-1649.33.4.711openalex-snapshot
Economically disadvantaged preschoolers: Ready to learn but further to go.
inferredcites →https://doi.org/10.1037//0022-0663.90.1.111openalex-snapshot
Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control.
inferredcites →https://doi.org/10.1037/e362122004-001openalex-snapshot
The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
inferredcites →https://doi.org/10.1037/e578312010-001openalex-snapshot
The Effects of Full Day Versus Half Day Kindergarten: Review and Analysis of National and Indiana Data
inferredcites →https://doi.org/10.1080/00094056.2000.10521169openalex-snapshot
Review of Research: All-Day Kindergarten
inferredcites →https://doi.org/10.1086/498994openalex-snapshot
Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?
inferredcites →https://doi.org/10.1086/504455openalex-snapshot
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
inferredcites →https://doi.org/10.1111/1467-8624.00101openalex-snapshot
Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?
inferredcites →https://doi.org/10.1111/1467-8624.00342openalex-snapshot
Young Children's Feelings about School
inferredcites →https://doi.org/10.1111/j.1467-8624.1988.tb03262.xopenalex-snapshot
Maternal Sensitivity and Patterns of Infant-Mother Attachment
inferredcites →https://doi.org/10.1111/j.1467-8624.1993.tb02944.xopenalex-snapshot
First-Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance
inferredcites →https://doi.org/10.1111/j.1467-8624.1995.tb00866.xopenalex-snapshot
Effects of Different Instructional Approaches on Young Children's Achievement and Motivation
inferredcites →https://doi.org/10.1207/s1532480xads0704_3openalex-snapshot
The Black-White Test Score Gap in Young Children:Contributions of Test and Family Characteristics
inferredcites →https://doi.org/10.1207/s15327930pje7704_9openalex-snapshot
Methodological Advances in the Analysis of Individual Growth With Relevance to Education Policy
inferredcites →https://doi.org/10.1207/s15566935eed0502_3openalex-snapshot
Transition to School: Developmental Trajectories and School Experiences
inferredcites →https://doi.org/10.1353/foc.2005.0001openalex-snapshot
The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness
inferredcites →https://doi.org/10.1353/foc.2005.0004openalex-snapshot
Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?
inferredcites →https://doi.org/10.2307/1271466openalex-snapshot
Analysis of Incomplete Multivariate Data
inferredcites →https://doi.org/10.2307/353903openalex-snapshot
Neighborhood Poverty: Context and Consequences for Children
inferredcites →https://doi.org/10.3102/00028312024003337openalex-snapshot
Kindergarten Experience: Cognitive Effects or Socialization?
inferredcites →https://doi.org/10.3102/00346543066003361openalex-snapshot
The Effect of School Resources on Student Achievement
inferredcites →https://doi.org/10.3102/10769986023004323openalex-snapshot
Using SAS PROC MIXED to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models
inferredcites →https://doi.org/10.5860/choice.37-1841openalex-snapshot
Handbook of attachment: theory, research, and clinical applications
inferredcites →https://doi.org/10.7916/d82v2qvxopenalex-snapshot
Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children
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.2059336openalex-extracted
The Effect of Full-Day Kindergarten Policy on Students’ Educational Achievement in Early School Years
inferred← citeshttps://doi.org/10.1002/pam.20560openalex-snapshot
The effect of attending full‐day kindergarten on English learner students
inferred← citeshttps://doi.org/10.1002/pits.22281openalex-snapshot
Relations of social‐emotional functioning and kindergarten academic achievement in children of immigrants
inferred← citeshttps://doi.org/10.1007/978-90-481-9063-8_89openalex-snapshot
Health and Child Well-Being
inferred← citeshttps://doi.org/10.1007/bf03340965openalex-snapshot
The Relative Effects of Chronological Age on Hispanic Students’ School Readiness and Grade 2 Academic Achievement
inferred← citeshttps://doi.org/10.1007/s10826-019-01462-0openalex-snapshot
A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model
inferred← citeshttps://doi.org/10.1007/s13158-010-0023-5openalex-snapshot
Synthèse D’une Étude Longitudinale Portant Sur Les Effets D’un Programme De Maternelle 4 Ans À Temps Plein
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.2009.10.017openalex-snapshot
Preschool-to-third grade programs and practices: A review of research
inferred← citeshttps://doi.org/10.1016/j.childyouth.2019.104427openalex-snapshot
Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplace
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/j.ecresq.2017.03.003openalex-snapshot
Is full-day kindergarten linked to children’s physical activity?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.06.002openalex-snapshot
Students with disabilities attending full-day versus part-day kindergarten: Short- and long-term effects on achievement
inferred← citeshttps://doi.org/10.1016/j.stueduc.2019.05.005openalex-snapshot
Investigation of the long term effect of a summer literacy program on student reading performance
inferred← citeshttps://doi.org/10.1017/cbo9780511762666.015openalex-snapshot
School Readiness and the Reading Achievement Gap: Can Full-Day Kindergarten Level the Playing Field?
inferred← citeshttps://doi.org/10.1080/00220272.2014.1000381openalex-snapshot
‘Every day he has a dream to tell’: classroom literacy curriculum in a full-day kindergarten
inferred← citeshttps://doi.org/10.1080/09669760.2020.1803046openalex-snapshot
Literacy-related school readiness through play in Croatia
inferred← citeshttps://doi.org/10.1080/10824660903409260openalex-snapshot
A Longitudinal Examination of the Academic Year and Summer Learning Rates of Full- and Half-Day Kindergartners
inferred← citeshttps://doi.org/10.1080/10824669.2017.1388172openalex-snapshot
Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten?
inferred← citeshttps://doi.org/10.1080/15377903.2010.540518openalex-snapshot
Preliminary Development of a Kindergarten School Readiness Assessment for Latino Students
inferred← citeshttps://doi.org/10.1108/s0270-4021(2011)0000015008openalex-snapshot
Building Professional Development for Urban Public Preschools: Experiences and Reflections
inferred← citeshttps://doi.org/10.1146/annurev.clinpsy.3.022806.091411openalex-snapshot
Cost-Effective Early Childhood Development Programs from Preschool to Third Grade
inferred← citeshttps://doi.org/10.1177/0014402918782621openalex-snapshot
Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers
inferred← citeshttps://doi.org/10.1177/016146811611801103openalex-snapshot
Does the Organization of Instruction Differ in Charter Schools? Ability Grouping and Students’ Mathematics Gains
inferred← citeshttps://doi.org/10.1177/016146811912100304openalex-snapshot
Older versus Younger: The Role of Entry Age for Students who Begin Kindergarten with Disabilities
inferred← citeshttps://doi.org/10.1177/1476718x13515425openalex-snapshot
Birth outcomes and academic achievement in childhood: A population record linkage study
inferred← citeshttps://doi.org/10.1177/2332858416675124openalex-snapshot
Implications of Visuospatial Skills and Executive Functions for Learning Mathematics
inferred← citeshttps://doi.org/10.1177/2332858418785576openalex-snapshot
Early Childhood Educational Settings and School Absenteeism for Children With Disabilities
inferred← citeshttps://doi.org/10.17760/d20194150openalex-snapshot
Teacher perceptions of mobility among English language learners in full day kindergarten
inferred← citeshttps://doi.org/10.3102/0002831216645903openalex-snapshot
Full- Versus Part-Day Kindergarten for Children With Disabilities
inferred← citeshttps://doi.org/10.3102/0034654309359185openalex-snapshot
Effects of Full-Day Kindergarten on Academic Achievement and Social Development
inferred← citeshttps://doi.org/10.4225/50/557686868c488openalex-snapshot
Towards an Early Years Learning Framework for Australia
inferred← citeshttps://doi.org/10.4225/50/5577ced9994e5openalex-snapshot
Review of the evidence base in relation to early childhood approaches to support children in highly disadvantaged communities for the Children’s Ground Project
inferred← citeshttps://doi.org/10.7249/tr537openalex-snapshot
Who Is Ahead and Who Is Behind? Gaps in School Readiness and Student Achievement in the Early Grades for California's Children
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