return to EEA in the News

Research supports full-day kindergarten
Letter to the Editor, by Margaret Blood
The Telegram & Gazette, September 2, 2007

Reading Chris Sinacola’s column, “Full-day kindergarten advocates need a timeout” (Telegram & Gazette, Aug. 17), I was struck by how little attention he pays to the overwhelming body of evidence and the numerous studies that demonstrate the benefits of providing children access to full-day kindergarten.

Research and studies from across the country have proved the numerous benefits of full-day kindergarten. Children in full-day kindergarten programs receive 40 percent to 50 percent more instruction than children enrolled in half-day kindergarten programs, allowing for increased learning activities such as group read-aloud, peer tutoring and child-initiated activities. Children who attend full-day kindergarten spend 30 percent more time on reading and literacy instruction and 46 percent more time on mathematics than children in half-day programs. Full-day kindergarteners exhibit more independent learning, classroom involvement and productivity in work with peers than half-day kindergarteners.

Improving educational outcomes, closing the achievement gap and assuring that children are provided the best opportunity to succeed in school and in life are just some of the reasons that communities across the state and the nation are increasingly providing full-day kindergarten. Since 1999, the percentage of Massachusetts kindergarten-age children enrolled in full-day programs has increased from 29 percent to 66 percent, despite the fact that communities are only required by the state to provide a half-day program.

In light of all the positive benefits and recent trends associated with full-day kindergarten, Northbridge families should be commended for acting upon the evidence by advocating for full-day kindergarten programs on behalf of their children.

MARGARET BLOOD

Campaign Director

Early Education for All Campaign

Boston

return to top of page