School Readiness, Full-Day Kindergarten, and Student Achievement: An Empirical Investigation

This study discusses whether full-day kindergarten increases student readiness in the short- and long-term, and whether it allows the students lagging behind to catch up. It provides results of a longitudinal study of a kindergarten class and the students long-term achievement outcomes; mainly test scores at the end of fifth grade and indications of non-academic areas of school readiness (psycho and socio-emotional development).