Does Attending an All-day Kindergarten Have an Effect on Mathematics Achievement?
The study explores the longitudinal effects of all-day kindergarten on student’s mathematics achievement from fall of kindergarten through the spring of first grade. Using data from the first four rounds of the Early Childhood Longitudinal Survey - Kindergarten (ECLS-K) from National Center for Education Statistics (NCES) in the United States, two sets of two-level hierarchical linear models were performed as longitudinal multilevel analyses. The first set included the entire student population as one model and the second set consisted of five separate HLM models, each representing one of five socio-economic (SES) quintiles. We found: (1) when the analyses included the entire population, the all-day kindergarten students begin with significantly higher math scores, but do not show significantly different rates of change as compared to their half-day kindergarten counterparts; and (2) when the analyses are applied to the five SES quintiles, the all-day students of the lower two SES groups and the highest SES group show significantly higher initial scores than do those of the half-day students, although the change rates for the scores in all the SES groups do not differ.
Keywords: All-Day Kindergarten, Social Class, Math Achievement, Longitudinal Analysis
Dr. Mido Chang
Assistant Professor, Educational Research and Evaluation, Virginia Tech
Her research focuses on longitudinal growth models and multilevel models, covering multiple waves of growth trajectory; non-linear and growth curve models. She applies the statistical models to explore educational policy issues related to the academic achievement of educationally disadvantaged students. Her recent studies have dealt with the effects of social context, school programs and teachers’ class practices on the academic performance of immigrant and minority students, using nationally representative databases.
Dr. Lisa G. Driscoll
Assistant Professor, Educational Leadership & Policy Studies, Virginia Tech
Youngji Y. Sung
Ph.D. Candidate, Educational Research and Evaluation, Virginia Tech