Is Full Better than Half? Examining the Longitudinal Effects of Full-Day Kindergarten Attendance

Autor/inn/en	Cannon, Jill S.; Jacknowitz, Alison; Painter, Gary
Titel	Is Full Better than Half? Examining the Longitudinal Effects of Full-Day Kindergarten Attendance
Quelle	In: Journal of Policy Analysis and Management, 25 (2006) 2, S.299-321 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.20174
Schlagwörter	Kindergarten; School Schedules; Longitudinal Studies; Educational Policy; Low Income Groups + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik
Abstract	Kindergarten policy varies widely both across and within states. Over the past decade, a number of states have instituted a full-day kindergarten requirement and others are considering it as a way to increase educational achievement. Many parents also support full-day kindergarten as a source of child care. This paper uses the Early Child Longitudinal Study-Kindergarten Class of 1998-1999 to evaluate the efficacy of this policy. In ordinary least squares, probit, county fixed effects, and instrumental variables models, we find that there are initial benefits for students and the mothers of students who attend full-day kindergarten, but that these differences largely evaporate by third grade. Contrary to claims by some advocates, attending full-day kindergarten is found to have no additional benefit for students in families with income below the poverty threshold. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10