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

America’s Children: Key National Indicators of Well-Being, 2013


The kindergarten year is a pivotal marker for children’s development. At kindergarten entry, there are differences among children in terms of their cognitive knowledge and skills, level of socioemotional development, and approaches to learning. This special feature highlights kindergartners’ aptitude in several key areas related to success in school. The depth and breadth of children’s knowledge and skills are related to both developmental and experiential factors. Students’ early academic knowledge and skills and approaches to learning are described in this feature with respect to demographic characteristics as well as with respect to family and household characteristics.

This special feature is based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011),146 which is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES). The ECLS surveys provide comprehensive and reliable data about children’s early learning and development, as well as their transition into kindergarten and progress through school. The data used for this special feature are for ECLS-K:2011 students who were first-time kindergartners in the fall of 2010. The feature describes differences in children’s performance at kindergarten entry in three academic, cognitive, and socioemotional areas, namely, reading, mathematics, and approaches to learning. In addition, the feature describes children’s early science performance, which was captured in the spring of kindergarten. Although various differences in children’s performance on these measures were observed across demographic and other characteristics, the discussion focuses on only a selection of these differences.

Source: Childstats.gov

Available at: http://childstats.gov/americaschildren/special1.asp

Podcast: The Need for Full-Day Kindergarten | NewAmerica.net


It is probably no surprise to hear that preschool programs are still unavailable to many children around the country, especially those whose parents cannot afford them. But what about kindergarten? Did you know that in some school districts, kindergarten is still not a full part of public education? Full-day kindergarten, especially, is a luxury in many parts of the United States, with parents having to pay tuition to enable their children to attend for the same length of time as first- and second-graders, or parents having no option to send their children to a full-day program at all. In fact, as we reported earlier this year, despite research showing the benefits of a full day, budget tightening is leading some districts to cut back to half-day programs.

Source: The New America Foundation

Available at: http://earlyed.newamerica.net/blogposts/2011/podcast_full_day_kindergarten-59777