The cumulative, long term impact of alternative kindergarten scheduling for everyday half- and full-day programs was examined for three successive cohorts of children. Dependent measures included academic achievement, school sentiment, personal-social behavior, school attendance, and referral to special education classes. Parent perception of kindergarten programs was also assessed. No achievement differences were observed, although selected noncognitive measures differentiated the two programs. Certain program/grade and program/sex interactions were revealed, as were differences in special class referral rates. Parent perceptions seemed determined primarily by experiences with one or the other scheduling alternative. (Results are discussed in terms of kindergarten theory and practice, academic learning time, and issues of cost analysis and research methodology.) (Author/RH)