All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The US

Mido Chang*, Kusum Devgan**, Kimberly Bright***, YoungJi Yoon Sung****
*Assistant Professor of Educational Research and Evaluation, USA.
**Professor in the Educational Research and Evaluation program, Virginia Tech.
***Director of Institute of Equity and Assessment, Roanoke College.
****Instructor of Department of Educational Leadership, George Washington University.
Periodicity:August - October'2009
DOI : https://doi.org/10.26634/jpsy.3.2.1029

Abstract

The study explored the longitudinal effects of all-day kindergarten program on the academic performance of students from diverse racial backgrounds and social class from kindergarten to the end of first grade. The study examined the used three measures of reading and math scores from a nationally representative database of the USA, the Early Childhood Longitudinal Study (ECLS). A series of longitudinal multilevel models with various specifications were estimated. The results indicated that all-day kindergarten students began with significantly higher reading scores compared with half-day kindergarten students but there was no significant difference in the growth pattern. Importantly, students from low SES families and Hispanic background displayed enhanced reading achievement in all-day kindergarten.

Keywords

All-Day Kindergarten, Racial Groups, Academic Performance, Social Class, Longitudinal Analysis, Hierarchical Linear Modeling

How to Cite this Article?

Mido Chang, Kusum Singh, Kimberly Filer and Youngji Y. Sung (2009). All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The USA. i-manager’s Journal on Educational Psychology, 3(2), 33-43. https://doi.org/10.26634/jpsy.3.2.1029

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