Long-term benefits of full-day kindergarten: a longitudinal population-based study

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dc.contributor.authorBrownell, Marni D
dc.contributor.authorNickel, Nathan C
dc.contributor.authorChateau, Dan
dc.contributor.authorMartens, Patricia J
dc.contributor.authorTaylor, Carole
dc.contributor.authorCrockett, Leah
dc.contributor.authorKatz, Alan
dc.contributor.authorSarkar, Joykrishna
dc.contributor.authorGoh, Chun Yan
dc.contributor.authorthe PATHS Equity Team
dc.date.accessioned2015-10-26T15:16:28Z
dc.date.available2015-10-26T15:16:28Z
dc.date.issued2014-06
dc.description© 2014 The Author(s). Published by Taylor & Francis. This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted.en_US
dc.description.abstractIn the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were compared between FDK and half-day kindergarten (HDK) students in both targeted and universal FDK programmes. Propensity score matched cohort and stepped-wedge designs allowed for stronger causal inferences than previous research on FDK. We found limited long-term benefits of FDK, specific to the type of programme, outcomes examined, and subpopulations. FDK programmes targeted at low-income areas showed longterm improvements in numeracy for lower income girls. Our results suggest that expectations for wide-ranging long-term academic benefits of FDK are unwarranted.en_US
dc.description.sponsorshipCanadian Institutes of Health Research (CIHR) and the Heart & Stroke Foundation of Canadaen_US
dc.identifier.citationM.D. Brownell, N.C. Nickel, D. Chateau, P.J. Martens, C. Taylor, L. Crockett, A. Katz, J. Sarkar, E. Burland & C.Y. Gohand the PATHS Equity Team (2014): Long-term benefits of full-day kindergarten: a longitudinal population-based study, Early Child Development and Care, DOI:en_US
dc.identifier.doi10.1080/03004430.2014.913586
dc.identifier.urihttp://hdl.handle.net/1993/30909
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsopen accessen_US
dc.subjectfull-day kindergartenen_US
dc.subjectpopulation-baseden_US
dc.subjectpropensity scoreen_US
dc.subjectstepped wedgeen_US
dc.subjectsocioeconomic statusen_US
dc.subjectacademic achievementen_US
dc.subjectassessmenten_US
dc.titleLong-term benefits of full-day kindergarten: a longitudinal population-based studyen_US
dc.typeArticleen_US
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