All-Day Kindergarten Research and Resources
All-Day Kindergarten Students Reap Ongoing Benefits

Multi-year study conducted in Burnsville reinforces previous studies: study shows benefits of all-day kindergarten are quantifiable. The Burnsville-Eagan-Savage School District recently released data collected during the last stage of its multi-year study of the impact of all-day kindergarten on student achievement. The results reinforce the conclusion of multiple previous studies of all-day programs -- that students enrolled in all-day kindergarten programs reap ongoing benefits in their academic careers.

To read research notes and an analysis of the study included in the March 2007 AMSD Connections newsletter, click on the link above.


District 191 All-Day K Program Longitudinal Findings 2003-2006

The Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota has released a study of "Minnesota ISD 191 All-Day Kindergarten Program Longitudinal Findings 2003-2006."

To download the 56-page report, scroll to the District 191 PDF below. Students tracked by the study have now entered grade 3. The good news is that progress is being made, even as the cohort group has been diluted over time. Also, there is evidence of some backsliding within subgroups over the summer months; curriculum has been adjusted as these students have moved from grade to grade. There are interested results when comparing the universal kindergarten group to the fee-paid full day and free half day kindergartners who followed them.

Maryland embraces full-day kindergarten (Washington Times, October 30, 2006)

Two Maryland laws required all kindergarten classes in the state to become full-day by 2007 and earmarked extra money for special help for at-risk youngsters. One Montgomery County early-childhood program official rejected the notion that the longer classes place too much pressure on students by pointing out the additional time enables teachers to plan for each child's needs. To read the complete article from the Washington Times, scroll to Kindergarten (Maryland) PDF below.


All-day first year is beneficial but costly (StarTribune article, August 23, 2006)  Eric Hanson, Star Tribune

(Minneapolis, MN -- August 22, 2006) In the Fridley School District this year, parents of kindergarten students have the option to send their kids to class all day long, every day of the school week, just like older students.  That's true in the Jordan School District, too. In Lakeville, Eden Prairie, Rockford, Anoka-Hennepin and many other metro school districts, parents have a similar option, but at a cost of thousands of dollars.

That's because the state funds kindergarten students at about half the rate it does for others, paying for a half-day of education while the districts make up the rest, either through additional taxpayer dollars or fees that resemble private school tuition.  To read the complete article from the Minneapolis StarTribune, scroll down to the All Day First Year PDF below. The article mentions the research and lobbying by the Minneapolis Foundation; "Minnesota, the foundation says, is in the minority nationally in funding only half-day kindergarten." 


Exploring an option for extended learning, from NREL

To download a 31-page research study from the Northwest Regional Educational Laboratory (NREL) on "Full-Day Kindergarten: Exploring an Option for Extended Learning" scroll to the NREL Kindergarten Study PDF below.

The study includes sections on:
-- What does the research say?
-- Characteristics of effective kindergarten programs.
-- Implementing full-day kindergarten: tips for success
-- Considerations for parents
-- Considerations for policymakers
-- Profiles of four schools offering full or extended-day kindergarten
-- Summaries of research studies on full-day kindergarten


Get Acrobat Reader  All-DayK_Mpls_Fdn.pdf  
According to Minneapolis Foundation research, currently in Minnesota 31 percent of children are in all-day K and 69 percent are not. This compares nationally to 63 percent in all-day K and 37 percent not.
Get Acrobat Reader  District_191_Full_Day_K_report.pdf  
Minnesota ISD 191 All-Day Kindergarten Program Longitudinal Findings 2003-2006
Get Acrobat Reader  Kindergarten_Maryland_.pdf  
Article from the Washington Times on mandated full-day kindergarten in Maryland.
Get Acrobat Reader  All-Day_First_Year__Star_Tribune_.pdf  
Get Acrobat Reader  NREL_Kindergarten_Study.pdf  



Why Minnesota Needs All-Day, Every Day Kindergarten
The Minneapolis Foundation is committed to collaborating with MESPA and other associations who support full funding for all-day, every day kindergarten. Click on the link below to download their excellently researched booklet “Why Minnesota Needs All-Day, Every Day Kindergarten.”


ECS, Kindergarten Educatiaon Policy Issue site

Click here to visit the Education Commission of the States (ECS) Kindergarten Education Policy Issue Site. The site includes:
-- A summary of research on full-day vs. half-day kindergarten, kindergarten entrance age, and kindergarten curriculum.
-- Links to quick facts and statistics.
-- Links to what other states are doing.
-- Selected research and readings.
-- Links to other pertinent Web sites.



Early Childhood Longitudinal Study

The National Center for Education Statistics conducted a study with the kindergarten class of 1999: entitled Full-day and Half-day Kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Click here to read the full report on the Institute of Education Sciences Web site.

The report describes public and private kindergarten in the United States. It includes information about the schools that offer full-day and half-day kindergarten and the children who attend these programs. The composition and structure of public school full-day and half-day kindergarten classes and the instructional practices used by teachers in these classes are described. The report concludes with an analysis of the cognitive gains of public school children who attend full-day and half-day programs.




Mission: The Minnesota Elementary School Principals' Association is dedicated to promoting and improving education for children and youth, strengthening the role as educational leader for elementary and middle level principals, and collaborating with partners in education to assist in achieving these goals.

Leading schools toward excellence through the MESPA vision to be the premiere resource for preparing today's principals for tomorrow and a strong leading voice for public education.

Minnesota Elementary School Principals' Association
1667 North Snelling Avenue, St. Paul, MN 55108
651.999.7310     MN toll free 800.642.6807    
Fax: 651.999.7311     E-mail: mespa@mespa.net