Full-Day Kindergarten Effects on Later Academic Success

The purpose of this research was to investigate full-daykindergarten, as a means of improving later academic achievement. A total of 208students who had continuous enrollment for three consecutive school years from a schooldistrict in southern California participated in the study. The sample contained 165students who had attended the traditional half-day kindergarten program with 43attending a hybrid all-day kindergarten program. All students were administered theCalifornia Standardized Testing and Reporting (STAR) assessment and the CaliforniaAchievement Test 6th Edition (CAT 6) survey exams. Using stepwise multiple regression,several independent variables were introduced into the regression equation to obtain aPrediction Model of Student Success. The English language arts and math scores of theCalifornia STAR Assessment were used as the dependent variable separately. A significantmodel was not developed. Using an independent-sample T Test procedure, comparing the twogroups, was also preformed revealing that there were no significant differences instudents who attended the all-day kindergarten program and students who attended atraditional kindergarten program