Date of Award
12-2007
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Cynthia Bice
Second Advisor
Dr. John Dougherty
Third Advisor
Dr. Larry Matthews
Abstract
With the demands of increased student achievement and the reauthorization of No Child Left Behind (NCLB), educators and policy-makers alike are questioning the effect of full-day kindergarten. The purpose of this study was to determine the relationship between students who attended full-day kindergarten and their second grade literacy and math achievement and students who attended half-day kindergarten and their second grade literacy and math achievement.
Results from the Stanford Achievement Test administered in the fall of 2007 were analyzed for statistically significant differences between the two second grade groups of students. Analysis of the data showed no statistical difference between full-day kindergarten students and half-day kindergarten students in relationship to their second grade literacy and math achievement.
Recommended Citation
Oliver, Cheri Nicole, "The Relationship Between Length of Kindergarten Day and Student Literacy and Math Achievement" (2007). Dissertations. 660.
https://digitalcommons.lindenwood.edu/dissertations/660