Using data from Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this report examines the relationship between a child's preparedness for kindergarten and their achievements in math and reading through grade 5, and whether program components like full-day kindergarten help or hinder development of academic and non-academic skills.
We hope you'll find value in this report. We’d love to get a little information from you, which we'll use to notify you about relevant new resources.
