Full-day Kindergarten

Transcription

1 Full-day Kindergarten Updated:

2 Since 1977, the percentage of kindergartners enrolled in full day (in contrast to halfday) programs has nearly tripled, increasing from 28 to 77 percent between 1977 and Importance Overall, children who spend time in full day kindergarten programs are more likely than children who spend time in half day kindergarten programs to devote time every day to reading, mathematics, and social studies. 1 Full day kindergarten allows teachers more time to promote formal and informal learning, reduces the number of transitions in a child s day, and allows children to get used to a schedule similar to that which they will have in first grade. 2 In the short term, children attending full day kindergarten programs tend to do better in school than do children attending half day kindergarten programs, and show stronger academic gains in kindergarten. 3,4,5 Full day kindergarten programs may be especially beneficial for children from low income families, especially if class size remains small. 6 However, a study using nationally representative data found little evidence that full day programs are particularly beneficial for poor as opposed to non poor children. 7 Research is inconclusive on longer term impacts. A nationally representative study, using data from the Early Childhood Longitudinal Survey Kindergarten Cohort, found that academic gains of full day programs had largely disappeared by the end of first grade. 8 However, another study found that children in full day kindergarten programs scored higher on standardized math and reading tests through the second grade. 9 Additionally, some research finds that children in fullday programs have more behavior problems than do children in half day programs, with differences especially large when comparing half day programs that met in the afternoon with full day programs. 10 A recent meta analysis found that kindergarteners in full day programs were more likely to have good attendance, self confidence, and the ability to work and play with others, but less likely to have a positive attitude towards school. 11 2

3 Trends Since 1977, the percentage of kindergartners enrolled in full day rather than half day programs has more than doubled, increasing from 28 percent of all kindergartners in 1977 to 77 percent of all kindergartners in Increases were especially steep between 1996 and 1998, and between 2002 and (Figure 1) Figure Percentage of All Kindergartners* Enrolled in Full Day and Half Day Kindergarten, Full day Half day Percent *Data only includes those kindergartners ages four to six. Source: Data for : Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES ). U.S. Department of Education, National Center for Education Statistics.Washington, DC: U.S. Government Printing Office. Data for : Child Trends' original analyses of data from the Current Population Survey October Supplement. 3

4 Differences by Race and Hispanic Origin 12 Asian and Pacific Islander kindergartners are less likely than other kindergartners to be enrolled in full day programs. In 2013, 67 percent of Asian or Pacific Islander kindergartners were in fullday programs, compared with76 percent of Hispanic, 78 percent of white, and 81 percent of black kindergartners. Seventy three percent of American Indian kindergartners were enrolled in full day programs, which was not significantly different from children of other races and ethnicities. (Figure 2) Figure Percentage of All Kindergartners* Enrolled in Full Day Programs, by Race and Hispanic Origin, Percent Non Hispanic white Non Hispanic black Hispanic Asian or Pacific Islander American Indian *Data only includes those kindergartners ages four to six. Source: Child Trends' original analyses of data from the Current Population Survey October Supplement. Differences by Region In 2013, Kindergartners in the West are the least likely to be enrolled in a full day program (42 percent, compared with 23 percent in the Northeast, 18 percent in the Midwest, and 15 percent in the south). Kindergarteners in the Northeast were also less likely than those in the South to be in a full day program. (Figure 3) However, differences between regions have been decreasing. (Appendix 1) 4

5 Figure Percentage of All Kindergartners* Enrolled in Full Day Kindergarten Programs, by Region, Percent Northeast Midwest South West *Data only includes those kindergartners ages four to six. Source: Child Trends' original analyses of data from the Current Population Survey October Supplement. Differences by Family Income In 2013, kindergarteners in low income families and those in higher income families were equally likely to be in full day programs. (Appendix 1) Differences by Type of School In 2013, kindergarteners in public and private schools were equally likely to be in full day programs. Prior to 2004, however, students in private schools were more likely to be in full day programs. (Appendix 1) 5

6 State and Local Estimates The Education Commission of the States maintains an on line database of information on states policies (statutory and finance) affecting kindergarten. See International Estimates None available. National Goals None. Related Indicators Preschool and Prekindergarten: andprekindergarten Child Care: care School Readiness: school readiness Kindergartners' Social Interaction Skills (archived): social interaction skills Public Schools with Pre K and Special Education Pre K Programs (archived): schools with pre k and special education prek programs Definition This indicator includes those kindergartners, ages four to six, who are enrolled in a full day kindergarten program, either public or private. 6

7 Data Source Data for : Child Trends' original analyses of data from the Current Population Survey, October Supplement. Data for : Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES ). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Available online at: Raw Data Source Current Population Survey, October Supplement 7

8 Full day kindergarten Appendix 1 - Percentage of Kindergartners, Ages Four to Six, Enrolled in Full-day Kindergarten: Selected Years, Total Gender Male Female Race/Hispanic origin Non Hispanic white Non Hispanic black Hispanic Asian or Pacific Islander American Indian or Alaska Native Parental Education Less than a high school degree High school degree/equivalent Some college/technical vocational degree Bachelor's degree or more

9 Full day kindergarten Immigrant status Two native born parents Native born with at least one foreign born parent Foreign born with at least one foreign born parent Household Income Less than $15, $15,000 $29, $30,000 $49, $50,000 $74, $75, Region Northeast Midwest South West Type of School Public Private data not available. Sources: Data for : Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES ). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Data for : Child Trends' original analyses of data from the Current Population Survey October Supplement. 9

10 Endnotes 1 Walston, J. T., and West, J. (2004). Full day and half day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class U.S. Department of Education, National Center for Education Statistics (NCES ). Washington, DC: U.S. Government Printing Office. Available at: 2 Kauerz, K. (2005). Full day kindergarten: A study of state policies in the United States. Denver, CO: Education Commission of the States. Available at 3 Finn, J. D. & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. Journal of Educational Research, 98(2), Kauerz, K.. (2005). Op cit. 5 Guarino, C. M., Hamilton, L. S., Lockwood, J. R., & Rathbun, A. H. (2006). Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners (NCES ). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Available at: 6 Zvoch, K., Reynolds, R. E., & Parker, R. P. (2008). Full day kindergarten and student literacy growth: Does a lengthened school day make a difference? Early Childhood Research Quarterly, 23(1), Cannon, J. S., Jacknowitz, A., & Painter, G. (2006). Is full better than half? Examining the longitudinal effects of full day kindergarten attendance. Journal of Policy Analysis and Management, 25(2), Ibid. 9 Gullo, D. F. (2000). The long term educational effects of half day vs full day kindergarten. Early Child Development and Care, 160(1), Finn, J. D. & Pannozzo, G. M. (2004). Op cit. 11 Cooper, H., Batts, A., Patall, E. A., & Dent, A. L. (2010). Effects of full day kindergarten on academic achievement and social development. Review of Educational Research, 80(1), Hispanics may be of any race. Estimates for whites and blacks in this report do not include Hispanics. 10