@article{ref1,
title="A Developmental Perspective on Full‐ Versus Part‐Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade",
journal="Child development",
year="2008",
author="Votruba‐Drzal, Elizabeth and Li‐Grining, Christine P. and Maldonado‐Carreño, Carolina",
volume="79",
number="4",
pages="957-978",
abstract="Children’s kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study’s Kindergarten Cohort (N= 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4–6 years) through 5th grade (ages 9–12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics.<p />",
language="",
issn="0009-3920",
doi="10.1111/j.1467-8624.2008.01170.x",
url="http://dx.doi.org/10.1111/j.1467-8624.2008.01170.x"
}