The effects of kindergarten schedule on achievement, classroom behavior, and attendance

A study was conducted to compare the relative effects of an every day, half-day, and an all-day, alternate day, kindergarten schedule on academic achievement, classroom social behavior, and attendance. Children (A = 99) attending a half-day schedule were compared to children (A = 98) attending an all-day schedule. No differences were found in entry developmental level. No significant differences were found on any achievement variables as measured by the Metropolitan Readiness Test or on attendance data. Of the 15 behavior factors measured by the Hahnemann School Behavior Rating Scale, only originality and independent learning differed significantly. Possible reasons for these differences, teachers’ perceptions regarding the two schedules, and the implications of the results for kindergarten programming are discussed.