American Journal of Education · 2006 · 142 citations · 54 references
EducationEarly Childhood EducationMathematics EducationChild DevelopmentEarly Childhood Mathematics EducationEarly LiteracyEarly Childhood Education PolicyEarly Literacy DevelopmentEarly Literacy SkillsEmergent Reading SkillsNumeracy DevelopmentPreschool DevelopmentFull-day Preschool ProvisionPart-day Preschool ProvisionSchool Settings
More than half of U.S. kindergartners attend full‑day programs, which are more often available to less‑advantaged children. The study investigates whether full‑day kindergarten improves learning relative to half‑day programs and whether certain schools benefit more from full‑day attendance. The authors analyzed a nationally representative sample of over 8,000 kindergartners and 500 schools from the Early Childhood Longitudinal Study—Kindergarten Cohort using multilevel (HLM) methods.
Do children learn more in full‐day kindergartens than half‐day programs? If full‐day kindergarten increases learning, are kindergartners in some schools particularly advantaged by their full‐day experience? We address these questions with a nationally representative sample of over 8,000 kindergartners and 500 U.S. public schools that participated in the Early Childhood Longitudinal Study—Kindergarten Cohort. More than half of kindergartners experience full‐day programs, which are most commonly available to less‐advantaged children. Using multilevel (HLM) methods, we show that children who attend schools that offer full‐day programs learn more in literacy and mathematics than their half‐day counterparts. We also explore differential effectiveness in some school settings.
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Multiple regression: testing and interpreting interactions
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