Full-Day Versus Half-Day Prekindergarten for Children in Poverty: Equitable Achievement (PA277)

Tuesday, February 26, 2019
11:00 AM–11:50 AM

  • PMD: 3,6
  • Skill Level: Intermediate
  • Session 5: Promoting Academic Success

Learner Objectives

This session will help participants…

  1. discover if time spent in preschool makes an impact on academic skills based on demographic groups such as ethnicity, special education status, and language proficiency
  2. consider what types of academic skills are necessary for benchmarking in preschool programming to predict future academic outcomes based on half versus full day attendance
  3. develop ways to best support early learners in preschool programs in and provide prevention and early intervention in academic areas such as reading and mathematics


Does more preschool really mean more achievement? This paper will explore whether differences exist between the rate of academic growth in students in reading and math based on time spent in school, ethnicity, LEP status, and special education eligibility. Come discover if half- or full-day preschool programming affects reading and mathematics achievement in 4-year-old students enrolled in a large suburban district.

Convention session locations are only viewable for convention attendees. Locations will be available/visible Monday, February, 25 2019.

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DeMarquis Hayes, Texas A&M University-Comm, Commerce, TX
Sarah J. Conoyer, Southern illinois University Edwardsville, Edwardsville, IL
Kelly M. Carrero, Texas A&M University Commerce, Commerce, TX

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