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Does Full Day Kindergarten Help Kids?

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Listed:
  • William P. Warburton
  • Rebecca N. Warburton
  • Clyde Hertzman

Abstract

Full day kindergarten (FDK) is expanding across North America, but program impacts remain poorly understood. Using administrative data, this paper reports impacts from a targeted program in British Columbia for Aboriginal and English as a Second Language (ESL) students. Staged implementation of FDK created natural controls, allowing unbiased two-stage least squares (instrumental variables) estimates of program impacts. We find that the targeted FDK program increased grade 4 educational attainment, producing statistically and socially significant impacts. Further research, longer follow-up, and rigorous methods are needed to guide FDK policy for the general student population.

Suggested Citation

  • William P. Warburton & Rebecca N. Warburton & Clyde Hertzman, 2012. "Does Full Day Kindergarten Help Kids?," Canadian Public Policy, University of Toronto Press, vol. 38(4), pages 591-603, December.
    • Handle: RePEc:cpp:issued:v:38:y:2012:i:4:p:591-603
    DOI: 10.3138/CPP.38.4.591
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    Cited by:

    1. Lau, Michelle Marie & Li, Hui, 2019. "Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplace," Children and Youth Services Review, Elsevier, vol. 105(C), pages 1-1.
    2. Jane Friesen & Brian Krauth & Ricardo Meilman Cohn, 2022. "The effect of universal full-day Kindergarten on student achievement," Discussion Papers dp22-01, Department of Economics, Simon Fraser University.

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