All-Day Kindergarten Facts
Benefits of Full-Day Kindergarten
• Children who attend full-day Kindergarten learn more in reading and math over the Kindergarten year than those in half-day programs.
• Children receive 40-50% more instruction than children enrolled in half-day programs. (including more time for small-group, individualized and child-initiated instruction)
• Children in full-day programs spend 30% more time on reading and literacy instruction and 46% more time on mathematics than children in half-day programs.
• Full-day students exhibit more independent learning, classroom involvement, productivity in work with peers and are more reflective than half-day students.
• Full-day Kindergarten allows for a more consistent schedule for children and reduces the ratio of transition time to class time, reducing stress for children.
• Parents of children in full-day Kindergarten report higher levels of satisfaction with their children’s schedule and curriculum and the program’s support for working families.
Implications for Licking Heights
• Currently Heights has approximately 320 Kindergarten students enrolled. Of these 320 students, 74 students are enrolled in the KLIP (Kindergarten Literacy Initiative Program) program, 40 are enrolled in additional ELL services or in special education services. These programs are currently available part-time or full-time depending on the program. Our own data supports that these students make greater gains in an all-day program than they would in a half-day program.
• Surveys provided to the community and during our Kindergarten screening found that approximately 87% of stakeholders support implementing full-day Kindergarten, while 10% would potentially prefer half-day and 3% are undecided.
• With the state’s Third Grade Reading Guarantee, students are required to pass a reading test by the end of third grade. Full-day Kindergarten would increase literacy development time on task.
• Licking Heights has recently added new curricular tools to support Common Core State Standards and Model Curriculum that are geared and paced for a full-day program.
• Currently we have students residing in the district that are attending other schools in order for their children to have a full-day experience due to necessity or to provide full-day instruction. These students are then, many times, not enrolled in Heights until first or second grade resulting in a transitional period for both academic and social emotional alignment and growth. Full-day would eliminate these transitional periods and gaps in curriculum and instructional practices.
• In addition, a full-day program would potentially provide increased opportunities for enrichment and remediation for our students.
Closing the Achievement Gap
• At-risk students who receive full-day Kindergarten through a Kindergarten initiative in Maryland as well as other places made significantly greater progress in language proficiency than comparable children in half-day Kindergarten.
• A study of 17,600 Philadelphia children found that full-day Kindergarten helps children from low-income families perform better and saves the school district millions of dollars through significantly reduced grade retention in first through third grades.
• Research from Lowell Elementary School in Albuquerque, New Mexico, where the average entering Kindergartner was already 22 months below grade level, showed that children in the school’s half-day program made an average gain of 5.4 months during a 9 month period, while children in the full-day classes made a 16 month gain.
• Studies in Minneapolis Public Schools showed that minority children in full-day Kindergarten gained literacy skills at a faster pace than peers in half-day classes.
Quick-Edit Login