School Readiness, Full-Day Kindergarten, and Student Achievement

An Empirical Investigation

Posted January 2, 2006
By Rand Education
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AECF School readiness 2006


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.