This brief report presents results of a statistical study comparing the effectiveness of full-day, alternate day kindergarten programs with the more traditional half-day, every day programs. An introduction to the data tables traces the development of kindergartens in the U. S. and Minnesota, in particular. Data were collected on 787 kindergarten children over a 4-year period (1971-74) in the Grand Rapids public schools. All schools participated in the full-day, alternate day program in the 1974 school year, which was used as the base year. The Metropolitan Readiness Tests, Form B, were used to measure school preparedness. Analysis of the data indicated that the full-day, alternate day programs did not hinder school readiness. Responses to a parent questionnaire supplied data on the effectiveness of the program in meeting the physical, social, emotional, and instructional needs of the child. Both parent and teacher response to the new program was favorable. (ED)