Dissertation/Thesis Abstract

The relationship between length of kindergarten day and student literacy and math achievement
by Oliver, Cheri Nicole, Ed.D., Lindenwood University, 2008, 95; 3354738
Abstract (Summary)

With the demands of increased student achievement and the reauthorization of No Child Left Behind (NCLB), educators and policy-makers alike are questioning the effect of full-day kindergarten. The purpose of this study was to determine the relationship between students who attended full-day kindergarten and their second grade literacy and math achievement.

Results for the Stanford Achievement Test administered in the fall of 2007 were analyzed for statistically significant differences between the two second grade groups of students. Analysis of the data showed no statistical difference between full-day kindergarten students and half-day kindergarten students in relationship to their second grade literacy and math achievement.

Indexing (document details)
Advisor: Bice, Cynthia, Dougherty, John
Commitee: Matthews, Larry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 70/04, Dissertation Abstracts International
Subjects: Early childhood education, Curriculum development
Keywords: Achievement, Kindergarten, Literacy, Mathematics
Publication Number: 3354738
ISBN: 978-1-109-12105-6
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