Academic performance of language-minority students and all-day kindergarten: a longitudinal study Article

Chang, M. (2012). Academic performance of language-minority students and all-day kindergarten: a longitudinal study . 23(1), 21-48. 10.1080/09243453.2011.600524

cited authors

  • Chang, M

fiu authors

abstract

  • This longitudinal study examined the effect of all-day kindergarten programs on the academic achievement of students from racial language minority and low socioeconomic class. The study employed a series of 3-level longitudinal multilevel analyses using a nationally representative database, the Early Childhood Longitudinal Study (ECLS). The study showed that Hispanic dual-language-speaking students who attended all-day kindergarten narrowed the achievement gap from Hispanic English-only students during kindergarten. The results also showed that Black and Asian dual-language-speaking students, when they attended all-day kindergarten, displayed a significant gain in the growth of performances. The positive effects of all-day kindergarten were pronounced for Black and Asian language-minority students who were from low social classes. These results have implications for policy decisions and support the need for all-day programs for language-minority students. © 2012 Copyright Taylor and Francis Group, LLC.

publication date

  • March 1, 2012

Digital Object Identifier (DOI)

start page

  • 21

end page

  • 48

volume

  • 23

issue

  • 1