Assessed the effects of changing the kindergarten school day. Studied two school systems, with the experimental groups attending a full-day, every-other-day program. Found no significant differences on measures of school achievement and behavior. Parental dissatisfaction appeared to increase in the experimental program. (Author)

A study examined whether a half-day or all-day kindergarten readiness program was the more beneficial in preparing students for kindergarten. A questionnaire was drawn up after research into this domain and submitted to 45 faculty members at a child development center. The findings were found to be somewhat evenly divided between the half-day and…

In order to expose disadvantaged preschool children to a variety of educational experiences and to health and social services, the New York State Legislature funded the State Experimental Prekindergarten Program (PreK). In 1975, a five-year longitudinal evaluation study was begun. The study has two major parts: (1) a general study of 5,800…