THE EFFECT OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVMENT

Abstract

This case study examined the full-day kindergartenprogram and its impact on student achievement. Theassessment data were collected from the DIBELS (DynamicIndicators of Basic Early Literacy Skills) assessment takenfrom half-day and full-day kindergarten students in theShawnee Mission School District.The DIBELS assessments were administered at thebeginning of the school year (pretest) and at the end ofthe school year (posttest). Each tested indicator wasanalyzed and compared among students to makerecommendations for intensive instructional support. Thisstudy used a two-way ANOVA when two types of factorsdivided students into two comparable groups. An analysisof variance (ANOVA) was used to determine if there were anysignificant differences between the treatment methods ofselect half-day and full-day kindergarten students inreading achievement as measured by the DIBELS assessmentadministered during the 2006-2007 school year in theShawnee Mission School District.Data were collected from 597 kindergarten students byanalyzing DIBELS scores from the fall and spring. Thisstudy was quantitative and consisted of data collected from the DIBELS assessment. The analysis of variance (ANOVA)was used when one factor or treatment variable (achievementof full-day kindergarten students) was explored and thereare more than two groups within this factor.Data analyzed from this case study gave appropriatefeedback as to the overall impact of the full-daykindergarten on student achievement. While there was someimprovement in the DIBELS scores of those studentsparticipating in the full-day program, the results were notsignificant.