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Does full-day kindergarten reduce achievement gaps?

As discussed earlier in this issue, academic achievement gaps by family income emerge early and persist. One approach to remediating these gaps is to expand kindergarten instruction from half-day to full-day. This article presents findings from a study that explored whether students in full-day kindergarten programs outperformed their halfday kindergarten peers in literacy skills by the end of the kindergarten year. I consider whether recent expansions in full-day kindergarten were wise or whether resources currently spent on those programs could be better used on other early investments.


Education & Training, Inequality & Mobility, Intergenerational Poverty, K-12 Education