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.
|Advisor:||Bice, Cynthia, Dougherty, John|
|School Location:||United States -- Missouri|
|Source:||DAI-A 70/04, Dissertation Abstracts International|
|Subjects:||Early childhood education, Curriculum development|
|Keywords:||Achievement, Kindergarten, Literacy, Mathematics|
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