Factors Contributing to Success in Elementary Schools: Research Findings for Early Childhood Educators

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Abstract
This statewide longitudinal study was designed to investigate the effects of kindergarten schedule (half-day, alternate-day, and full-day) and prior preschool attendance on elementary children's success (achievement, incidence of grade retention, and provision of special education services). The sample included 32 Ohio school districts. Scores from thirteen different standardized tests were analyzed. Results indicated that children who attended preschool prior to kindergarten experienced greater subsequent success in elementary school than those who didn't. Participation in full-day kindergarten is positively related to subsequent school performance at least through first grade. Additional analyses demonstrated the significant impact of gender of the child and age at entrance to kindergarten.

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