Full-day kindergarten
Schools that offer kindergarten educate children aged 4 to 6 through a formal program conducted in the year prior to first grade. Full-day kindergarten programs run 5 days per week and last at least 5 hours per day (CG-TFR Education). In 28 states, full-day kindergarten days have the same duration as first grade days (ECS-Parker 2016a).
What could this strategy improve?
Expected Benefits
Our evidence rating is based on the likelihood of achieving these outcomes:
- Increased academic achievement
Potential Benefits
Our evidence rating is not based on these outcomes, but these benefits may also be possible:
- Increased self-confidence
- Improved social emotional skills
- Increased school readiness
What does the research say about effectiveness? -+
There is strong evidence that full-day kindergarten (FDK) improves academic achievement more than half-day kindergarten. However, differences in achievement appear to fade by third grade (CG-Hahn 2014, CG-TFR Education, Cooper 2010, WSIPP-Kay 2014). To sustain academic gains for children from low income families, researchers suggest following full-day kindergarten with additional interventions as children continue through school (Cooper 2010, CG-Hahn 2014, CG-TFR Education).
Academic effects are strongest for FDK programs in urban areas and for programs that last 6 or more hours a day (Cooper 2010). Children in FDK have greater gains in literacy and math scores than children in half-day kindergarten. English language learners (ELL) who complete a year of full-day kindergarten have math scores similar to non-ELL peers; differences in literacy scores among ELL and non-ELL children exist for children in FDK and half-day kindergarten (Bingham 2013). FDK is associated with increased reading and math scores for children with disabilities, and with increases in problem behaviors and lower levels of self-control, perhaps due to the length of the day (Gottfried 2016). A Canada-based study suggests that FDK increases numeracy for girls from low income households, but has limited additional long-term effects (Brownell 2015).
FDK can increase children’s self-regulation, school readiness (Pelletier 2014), self-confidence, and ability to work and play with others more than half-day kindergarten (Cooper 2010), especially when programs use a play-based approach to learning and development (Pelletier 2014). In some circumstances, attending FDK may also reduce the short-term likelihood of grade retention among ELL children (Cannon 2011). Parents of children in FDK report less stress and fewer daily hassles than parents of children attending half-day kindergarten (Pelletier 2014).
A Washington state-based analysis estimates that expanding from half- to full-day kindergarten would cost about $2,650 per student. If academic gains were prolonged, the societal benefits of FDK could outweigh the costs (WSIPP-Kay 2014). Overall, early learning strategies such as preschool interventions have demonstrated higher cost effectiveness than FDK because such interventions’ effects last longer (Reynolds 2008).
Implementation Examples -+
As of 2016, 13 states and the District of Columbia require schools to provide full-day kindergarten (FDK). Only 5 states report FDK attendance rates above 90%, and 35 states report between 70-89% of students attend FDK (ECS-Parker 2016a).
Implementation Resources -+
NCSL-FDK resources 2008 - National Conference of State Legislatures (NCSL). Resources on full- and half-day kindergarten. 2008.
NEA-ECE - National Education Association (NEA). Early childhood education (ECE): Universal pre-K and kindergarten give children the foundation they need for a lifetime of learning and success.
Citations -+
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Bingham 2013* - Bingham GE, Hall-Kenyon KM. Full- and half-day kindergarten programmes: Examining impacts on second language learners. Early Child Development and Care. 2013;183(2):185-199.
Brownell 2015 - Brownell MD, Nickel NC, Chateau D, et al. Long-term benefits of full-day kindergarten: A longitudinal population-based study. Early Child Development and Care. 2015;185(2):291-316.
Cannon 2011* - Cannon JS, Jacknowitz A, Painter G. The effect of attending full-day kindergarten on english learner students. Journal of Policy Analysis and Management. 2011;30(2):287–309.
CG-Hahn 2014* - Hahn RA, Rammohan V, Truman BI, et al. Effects of full-day kindergarten on the long-term health prospects of children in low-income and racial/ethnic-minority populations: A Community Guide systematic review. American Journal of Preventive Medicine. 2014;46(3):312-323.
CG-TFR Education - The Guide to Community Preventive Services (The Community Guide). Task Force Recommends (TFR) center-based early childhood education programs (ECE) to improve educational outcomes that are associated with long-term health as well as social- and health-related outcomes.
Cooper 2010* - Cooper H, Allen AB, Patall EA, Dent AL. Effects of full-day kindergarten on academic achievement and social development. Review of Educational Research. 2010;80(1):34–70.
ECS-Parker 2016a - Parker E, Diffey L, Atchison B. Full-day kindergarten: A look across the states: 50-state review. Denver, CO: Education Commission of the States (ECS); 2016.
Gottfried 2016* - Gottfried MA, Le VN. Full- versus part-day kindergarten for children with disabilities: Effects on academic and social-emotional outcomes. American Educational Research Journal. 2016;53(3):708-744.
Pelletier 2014 - Pelletier J. Ontario’s full-day kindergarten: A bold public policy initiative. Public Sector Digest. 2014:41-49.
Reynolds 2008 - Reynolds AJ, Temple JA. Cost-effective early childhood development programs from preschool to third grade. Annual Review of Clinical Psychology. 2008;4:109–39.
WSIPP-Kay 2014 - Kay N, Pennucci A. Full-day kindergarten: A review of the evidence and benefit-cost analysis. Olympia: Washington State Institute for Public Policy (WSIPP); 2014.