Full-Day and Half-Day Kindergarten in the United States

By James W. Watson, J. West. 2004

139 citations recorded by the source corpus.

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School Readiness, Full-Day Kindergarten, and Student Achievement (2006, background): “a finding supported by Walston and West (2004) and Walston, West, and Rathbun (2005).”
Achievement Gaps and Correlates of Early Mathematics Achievement: Evidence from the ECLS K-First Grade Sample (2005, background): “Elsewhere, Walston and West (2004) reported the percent Education Policy Analysis Archives Vol. 13 No. 46 10 representation of students with disabilities in the larger ECLS sample was 12% (2568 out of 21260), close to the national estimate.”
PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old (2005, background): “…recent studies indicate that all children gain from full-day participation, low-income and ethnic minority children show the largest increases in school readiness scores, which can contribute to reducing achievement gaps (Gormley & Phillips, 2005; Gormley, et al., in press; Walston & West, 2004).”