Full-day Kindergarten

Full-day Kindergarten Updated:

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 2013. 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

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 2013. Increases were especially steep between 1996 and 1998, and between 2002 and 2006. (Figure 1) Figure 1 100 Percentage of All Kindergartners* Enrolled in Full Day and Half Day Kindergarten, 1977 2013 Full day Half day 80 72.5 77.1 71.9 Percent 60 40 60.9 20 27.5 22.9 0 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 2006 2009 2012 *Data only includes those kindergartners ages four to six. Source: Data for 1977 1992: Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES 2004 077). U.S. Department of Education, National Center for Education Statistics.Washington, DC: U.S. Government Printing Office. Data for 1994 2013: Child Trends' original analyses of data from the Current Population Survey October Supplement. 3

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 2 100 Percentage of All Kindergartners* Enrolled in Full Day Programs, by Race and Hispanic Origin, 2013 80 77.7 81.0 76.1 72.5 66.7 60 Percent 40 20 0 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

Figure 3 100 Percentage of All Kindergartners* Enrolled in Full Day Kindergarten Programs, by Region, 2013 80 76.7 81.6 85.4 60 57.7 Percent 40 20 0 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

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 http://www.ecs.org/html/educationissues/earlylearning/kdb_intro.asp International Estimates None available. National Goals None. Related Indicators Preschool and Prekindergarten: www.childtrends.org/?indicators=preschool andprekindergarten Child Care: www.childtrends.org/?indicators=child care School Readiness: www.childtrends.org/?indicators=early school readiness Kindergartners' Social Interaction Skills (archived): www.childtrends.org/?indicators=kindergartners social interaction skills Public Schools with Pre K and Special Education Pre K Programs (archived): www.childtrends.org/?indicators=public 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

Data Source Data for 1994 2013: Child Trends' original analyses of data from the Current Population Survey, October Supplement. Data for 1977 1992: Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES 2004 077). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Available online at: http://nces.ed.gov/programs/coe/2004/pdf/03_2004.pdf Raw Data Source Current Population Survey, October Supplement http://www.census.gov/cps/ 7

Full day kindergarten Appendix 1 - Percentage of Kindergartners, Ages Four to Six, Enrolled in Full-day Kindergarten: Selected Years, 1977-2013 1977 1980 1983 1986 1989 1992 1994 1995 2000 2005 2006 2007 2008 2009 2010 2011 2012 2013 Total 27.5 30.2 32.3 39.7 39.8 43.7 48.2 51.2 60.2 69.9 71.9 71.4 71.9 73.9 72.8 77.0 76.1 77.1 Gender Male 48.8 52.9 60.0 71.4 71.6 70.6 72.5 74.1 72.3 77.3 77.5 77.8 Female 47.7 49.6 60.3 68.4 72.2 72.3 71.3 73.6 73.2 76.6 74.7 76.4 Race/Hispanic origin Non Hispanic white 44.6 47.6 54.9 66.6 69.5 68.4 70.3 71.2 71.5 75.2 75.1 77.7 Non Hispanic black 64.0 69.8 82.1 84.6 80.5 79.1 80.9 89.1 84.0 90.5 86.6 81.0 Hispanic 47.2 46.7 58.5 69.9 72.3 76.7 69.7 72.9 71.0 76.7 73.6 76.1 Asian or Pacific Islander 56.6 49.7 60.4 66.5 67.9 60.2 62.0 63.1 60.1 69.5 68.4 66.7 American Indian or Alaska Native 75.9 60.3 68.0 76.0 49.7 86.8 86.3 67.5 62.0 74.0 85.1 72.5 Parental Education Less than a high school degree High school degree/equivalent Some college/technical vocational degree 52.1 53.4 64.8 69.3 76.3 75.1 73.5 74.9 71.9 84.6 74.7 67.3 48.5 51.9 60.2 73.8 71.7 74.2 74.8 77.6 73.3 77.1 73.1 79.0 45.5 51.3 60.3 70.0 74.2 71.6 75.1 76.4 73.2 78.4 79.0 80.5 Bachelor's degree or more 46.3 48.1 54.1 65.6 65.9 67.6 66.9 68.8 71.5 73.3 75.4 75.5 8

Full day kindergarten 1977 1980 1983 1986 1989 1992 1994 1995 2000 2005 2006 2007 2008 2009 2010 2011 2012 2013 Immigrant status Two native born parents 47.1 52.3 60.4 71.1 72.7 71.8 72.5 74.3 74.0 76.8 78.1 78.3 Native born with at least one foreign born parent 58.5 46.7 59.2 65.9 69.5 68.9 71.5 73.0 68.7 77.9 69.2 73.4 Foreign born with at least one foreign born parent 39.6 40.2 58.8 66.9 67.0 77.2 60.4 68.6 78.1 73.4 82.0 79.3 Household Income Less than $15,000 53.2 61.5 72.4 76.1 77.0 79.5 78.1 80.1 78.5 80.7 78.9 77.7 $15,000 $29,999 46.7 53.1 62.0 71.6 74.7 81.1 75.9 79.7 75.1 81.1 73.2 79.0 $30,000 $49,999 44.9 44.2 54.4 70.2 74.6 67.3 71.7 74.5 67.0 75.0 77.7 75.7 $50,000 $74,999 46.8 47.9 55.8 66.9 70.2 71.1 70.8 74.6 71.3 74.2 74.5 79.8 $75,000+ 52.8 44.9 58.2 66.7 66.9 66.1 70.7 71.2 72.5 75.6 76.5 75.2 Region Northeast 39.8 51.3 61.5 73.4 68.7 67.2 70.5 70.2 74.2 76.3 70.9 76.7 Midwest 31.0 36.7 51.1 63.4 66.8 66.9 72.5 71.3 74.0 78.1 80.4 81.6 South 71.1 72.5 81.9 84.7 86.1 84.2 81.5 86.9 80.4 85.6 83.3 85.4 West 36.7 34.3 38.1 50.6 55.2 56.9 57.3 59.1 57.7 62.5 63.8 57.7 Type of School Public 46.0 49.6 59.0 69.1 71.6 71.4 72.0 74.0 72.7 77.3 75.9 77.0 Private 59.2 58.8 66.0 74.9 73.8 71.4 71.3 71.9 73.5 74.4 77.9 78.4 data not available. Sources: Data for 1977 1992: Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES 2004 077). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Data for 1994 2013: Child Trends' original analyses of data from the Current Population Survey October Supplement. 9

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 1998 99. U.S. Department of Education, National Center for Education Statistics (NCES 2004 078). Washington, DC: U.S. Government Printing Office. Available at: http://nces.ed.gov/pubs2004/2004078.pdf 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 http://www.fcdus.org/pdfs/ecs_fdk.pdf 3 Finn, J. D. & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. Journal of Educational Research, 98(2), 79 92. 4 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 2006 031). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Available at: http://nces.ed.gov/pubs2006/2006031.pdf. 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), 94 107. 7 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), 299 321. 8 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), 17 24. 10 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), 54 70. 12 Hispanics may be of any race. Estimates for whites and blacks in this report do not include Hispanics. 10