Extended Day Kindergarten Program. Longitudinal Study : 1983-84 through 1986-87 / Karen Sevigny.

Third in a series investigating the effects of the Detroit Public Schools' Extended Day Kindergarten (EDK) Program on students as they progress through elementary school, this report presents longitudinal data on randomly selected experimental (EDK) and control (traditional kindergarten) groups who were in kindergarten during 1983-84, 1984-85, and 1985-86. These phase A, B, and C students were in grades 3, 2, and 1, respectively, during the 1986-87 school year. Achievement data were gathered from reading and mathematics test results and from final report cards. Also investigated were: days absent, compensatory education service received, and retention in grade. Results of grade 1 report cards and achievement tests administered to phase A, B, and C students indicated no differences between EDK and traditional groups. Phase A EDK students scored significantly higher on grade 2 reading and mathematics tests and had significantly higher report card marks in language arts and mathematics than did the non-EDK group. Third grade data available for the phase A group in 1986-87 revealed that the EDK group continued to significantly outperform the control group on achievement tests. No difference in language arts report card marks were found in grade 3, but the EDK group had significantly higher third grade marks in mathematics. Compared to controls, EDK students had significantly better attendance in third grade. (RH)

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