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Direct linkCooper, Harris; Batts Allen, Ashley; Patall, Erika A.; Dent, Amy L. – Review of Educational Research, 2010
A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year. But the association disappeared by third grade. Reasons for this fade-out are discussed. Social…
Descriptors: Behavior Problems, Academic Achievement, Kindergarten, Inferences
