All-Day Kindergarten and Cognitive Outcomes of Racial Minority Students in the US

Autor/inn/en	Chang, Mido; Singh, Kusum; Filer, Kimberly; Sung, Youngji Y.
Titel	All-Day Kindergarten and Cognitive Outcomes of Racial Minority Students in the US
Quelle	In: Journal on Educational Psychology, 3 (2009) 2, S.33-43 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Minority Group Students; Kindergarten; School Schedules; Longitudinal Studies; Outcomes of Education; Hierarchical Linear Modeling; Surveys; Reading Achievement; Mathematics Achievement; Scores; Socioeconomic Status; Racial Differences; Age Differences; Gender Differences; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	The study explored the longitudinal effects of all-day kindergarten program on the academic performance of students from diverse racial backgrounds and social class from kindergarten to the end of first grade. The study used three measures of reading and math scores from a nationally representative database of the USA, the Early Childhood Longitudinal Study (ECLS). A series of longitudinal multilevel models with various specifications were estimated. The results indicated that all-day kindergarten students began with significantly higher reading scores compared with half-day kindergarten students but there was no significant difference in the growth pattern. Importantly, students from low SES families and Hispanic background displayed enhanced reading achievement in all-day kindergarten. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01