The impact of full-day and half-day kindergarten on the language arts achievement scores of first-grade students

Full-day kindergarten programming is an increasing trend in early childhood education settings. Many school districts are beginning to offer such programs based on the needs and opinions of teachers and parents. These districts are making substantial financial commitments to this programming prompted by the belief that full-day kindergarten will produce greater academic gains for children, more specifically at-risk children.; This study investigated the impact of full-day and half-day kindergarten program enrollment on the language arts achievement scores of 237 first grade children considered to be at risk for academic failure. Gender differences and program enrollment differences were the primary categories for comparison.; Archival data were collected from a schools district criterion-referenced Standards-Based Assessment Program in five areas of language arts for the 2001 and 2002 school year. The students had completed kindergarten during the 2000 and 2001 school year. All data were analyzed using one-way ANOVAs. Four elementary schools from the same region of the school district participated in this study.; This study revealed that there is a difference in the mean scores in all areas of language arts in favor of full-day kindergarten female students. However, boys participating in full-day kindergarten tended to have the lowest mean scores in four of the five areas of the assessment. Female children outscored male children in all areas and were significantly higher in their ability to comprehend literature. Further, female students enrolled in full-day programs scored significantly higher in the area of comprehension of literature and writing mechanics.; While the results of this study demonstrated limited significance, it is recommended that full-day kindergarten continue to be offered for at-risk children as a result of their elevated mean scores. Full-day kindergarten programming is a positive alternative intervention for students lacking school readiness skills and related experiences which may prohibit them from achieving educational success.