In an important new longitudinal study forthcoming in the Feb. 2006 issue of the American Journal of Education, researchers draw on a nationally representative sample of more than 8,000 kindergarteners and 500 U.S. public schools to explore the role of full-day vs. half-day kindergarten in early academic achievement.
"Results are clear: when children's social and academic backgrounds are taken into account, as well as structural, social, and academic features of their schools, children who experience full-day kindergarten as a whole-school program are advantaged in terms of their cognitive learning."
The Journal bridges and integrates the intellectual, methodological, and substantive diversity of educational scholarship, while encouraging a vigorous dialogue between educational scholars and practitioners.
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