Effects of Full-Day Kindergarten on the Long-Term Health Prospects of Children in Low-Income and Racial/Ethnic-Minority Populations A Community Guide Systematic Review


By Robert A. Hahn, PhD, MPH, Veda Rammohan, MPH, Benedict I. Truman, MD, MPH, Bobby Milstein, PhD, MPH, Robert L. Johnson, MD, Carles Muntañer, MD, PhD, Camara P. Jones, MD, MPH, PhD, Mindy T. Fullilove, MD, MS, Sajal K. Chattopadhyay, PhD, Pete C. Hunt, MPH, Ana F. Abraido-Lanza, PhD, and the Community Preventive Services Task Force

Children from low-income and minority families are often behind higher-income and majority children in language, cognitive, and social development even before they enter school. Because educational achievement has been shown to improve long-term health, addressing these delays may foster greater health equity. This systematic review assesses the extent to which full-day kindergarten (FDK), compared with half-day kindergarten (HDK), prepares children, particularly those from low-income and minority families, to succeed in primary and secondary school and improve lifelong health.

Source: American Journal of Preventive Medicine

Available at: http://www.thecommunityguide.org/healthequity/education/he-AJPM-evrec-fdk.pdf

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