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Peer-reviewed policy briefs & in-depth policy analysis

Policy Briefs

Policy Report – Making the Most of Kindergarten


March 1, 2005
Governance and AccountabilityOutcomesState & LocalWorkforce

This policy report examines academic and social outcomes of half-day versus full-day kindergarten and trends in provision of full-day programs. Recommendations include balancing anticipated gains from expanding kindergarten schedules against cost considerations and developing classroom and teacher support strategies when moving to full-day.

Making the Most of Kindergarten: Present Trends and Future Issues in the Provision of Full-day Programs

By Debra J. Ackerman, W. Steven Barnett, and Kenneth B. Robin
NIEER Policy Report (March 2005)

View the full policy report

Summary

Policymakers considering the shift to full-day kindergarten should take into account what the research says about the benefits to children of full-day schedules and what it takes in terms of resources to make sure the change produces the desired results. Though full-day kindergarten has been shown to provide gains in learning outcomes over half-day for children from all backgrounds, disadvantaged children benefit most.

This policy report examines academic and social outcomes of half-day versus full-day kindergarten and trends in provision of full-day programs.

Recommendations include balancing anticipated gains from expanding kindergarten schedules against cost considerations and developing classroom and teacher support strategies when moving to full-day.