School Readiness, Full-Day Kindergarten, and Student Achievement

Summary

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.

Table of Contents

• Preface
• Figures
• Tables
• Summary
• Acknowledgements
• Chapter One: Introduction
• Chapter Two: Data and Methodology
• Chapter Three: Descriptive Statistics for the Variables Used in This Analysis
• Chapter Four: Estimation Results: School Program Characteristics, Student Achievement and School Readiness Skills
• Chapter Five: Discussion and Policy Implications
• Appendix A: Scale Items and Reliability Estimates
• Appendix B: Descriptive Statistics of Scales for Waves 2-5
• References