School Readiness, Full-Day Kindergarten, and Student Achievement

An Empirical Investigation

By Rand Education

January 2, 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.

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