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The district will provide research for our community here. This will include data gathered from focus groups, as well as academic best practices, and additional information regarding the benefits of our recommended grade level configurations and full-day kindergarten.

Full Day Kindergarten Research

Lau & Li, 2018 Results showed that the whole-day program allowed for structural, curricular, and pedagogical improvement, enhanced children's development, and eased families' childcare concerns.

Gibbs, 2017 Experimental design indicates that FDK had a positive effect on students’ literacy skills when compared to HDK students in the same school.

Gottfried & Le, 2017 We found that relative to children in FDK programs, children in FDK programs had lower BMI, had more outdoor play time, had longer physical education sessions, and had higher parental ratings of participation in rapid exercise. Children in FDK programs were also less likely to watch television during the week than children in PDK programs.

Gibbs, 2014 The evidence presented in this paper suggests that the overall treatment effect of full-day kindergarten is both positive and large in magnitude, when considering literacy skills at the end of the kindergarten year as the outcome of interest.

Hahn, 2014 Additional studies have found that the cognitive abilities students acquire in kindergarten persist for at least 10 years into the future

Reynolds, 2011 A few long-term benefits of FDK that have been studied include a decreased risk of incarceration, decreased grade retention (repeating a grade), increased graduation rates, increased health, and increased earning potential in adulthood.

Cooper et.al., 2010 At the end of the kindergarten year children who attend full-day programs perform better on tests of academic achievement than children who attend only half-day programs.

Ackerman, Barnett, & Robin, 2005 Results from short-term and longitudinal research focusing on the benefits of full-day kindergarten are definitely mixed, but the data generally favor full-day kindergarten programs over half-day programs.

Davies & Cress, 2010; Elicker & Mathur, 1997 The daily addition of three hours of instruction in kindergarten amounts to another half-year of instruction, which allows for broader and deeper curriculum coverage, a variety of instructional groupings, and diagnosis and intervention of learning challenges.