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The effect of attending full‐day kindergarten on English learner students

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  • Jill S. Cannon
  • Alison Jacknowitz
  • Gary Painter

Abstract

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.

Suggested Citation

  • Jill S. Cannon & Alison Jacknowitz & Gary Painter, 2011. "The effect of attending full‐day kindergarten on English learner students," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(2), pages 287-309, March.
  • Handle: RePEc:wly:jpamgt:v:30:y:2011:i:2:p:287-309
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    Cited by:

    1. D. Mark Anderson & Mary Beth Walker, 2015. "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week," Education Finance and Policy, MIT Press, vol. 10(3), pages 314-349, July.

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