Half Day Kindergarten

assessments conducted in kindergarten, grade two, grade three, and grade four to determine if the two groups varied in any way. The researchers also conducted follow-up interviews with the kindergarten teachers to get their views about the classes, curriculum, and the findings of the study. These interviews lasted 30-60 minutes, and were videotaped.
The findings of the study revealed that while gender was not statistically significant up until the end of grade one, the differences in reading and math between full-day kindergarten and half-day kindergarten were statistically significant up until that point. After grade one, these findings switched, with gender becoming significantly significant, but not the differences within full-day kindergarten and half-day kindergarten, although they were still positive. These findings demonstrated that while there do appear to be significant benefits from attending full-day kindergarten, they are only short-term and do …show more content…
(2015) took this a step further, and used the first longitudinal, population-based study to determine if attending full-day kindergarten resulted in long-term academic benefits for children, compared to children who only attended half-day kindergarten. They hypothesized that full-day kindergarten was linked with improved academic performance in later years. The took information on students from three different school districts; nine cohorts from districts one and two, and six cohorts from district three. All of the data they used in their study came from the Population Health Research Data Repository in Manitoba. In district one and three, full-day kindergarten was implemented slowly, taking about three and four years respectfully to have it implemented into all schools. Also, in district one, full-day kindergarten was only introduced to schools that had the lowest levels of SES as found from the Repository. In district two, only half-day kindergarten was implemented. They then used