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Long-term benefits of full-day kindergarten: a longitudinal population-based study
M D Brownell1, N C Nickel1, D Chateau1
1Department of Community Health Sciences, University of Manitoba , Manitoba , Canada ; Manitoba Centre for Health Policy, University of Manitoba , Manitoba , Canada.
Early Child Development and Care
|January 30, 2015
Summary
Full-day kindergarten (FDK) shows limited long-term academic benefits beyond primary school. Targeted FDK programs improved numeracy for lower-income girls, but broad gains are not supported by this Canadian study.
Area of Science:
- Education Policy
- Developmental Psychology
- Longitudinal Studies
Background:
- Investigating the long-term academic impact of full-day kindergarten (FDK) compared to half-day kindergarten (HDK) is crucial for educational policy.
- Previous research on FDK outcomes has been limited in scope and duration.
Approach:
- This study utilized linked administrative data to conduct the first longitudinal, population-based analysis of FDK outcomes up to grade 9 in Canada.
- Employed propensity score matching and stepped-wedge designs for robust causal inference.
- Compared provincial assessments (grades 3, 7, 8) and grade 9 course data between FDK and HDK cohorts.
Key Points:
- Limited long-term academic benefits were observed for full-day kindergarten.
- Specific positive effects were noted for numeracy in lower-income girls within targeted FDK programs.
- Outcomes varied significantly based on program type, specific academic measures, and student subpopulations.
Conclusions:
- The widespread expectation of extensive long-term academic advantages from full-day kindergarten appears unwarranted.
- Educational interventions should consider targeted approaches for specific populations and outcomes.
- Further research may explore the nuanced impacts of different FDK program structures.
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