The Gift of Time
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Full-Day Kindergarten Committee Members
Dr. Robert Sullivan, Superintendent.
Teresa Morin Bailey, Principal.
Kathy Cronin, School Board Member.
Kirsten Ranalli, Preschool Teacher.
Robin Callum, Kindergarten Teacher.
Barbara Preston, Kindergarten Teacher.
Lori McCullough, First Grade Teacher.
Anne Marie Grigus, Reading Specialist.
Angie Butzer, Behavior Specialist.
Karen Grady, Special Educator.
Robin Casassa, Guidance Counselor.
Laura Litcofsky, Parent.
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The Purpose of the Committee
To explore the advantages and disadvantages of a full-day
kindergarten program in the areas of:
 Academics
 Social/Emotional
 Behavioral
To explore the fiscal implications of a full-day kindergarten
program in the areas of:
 Personnel
 Transportation
 Curriculum and Instructional Materials
 Furniture
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Kindergarten in New Hampshire
Breakdown of Full-Day and Half-Day Kindergarten Program in present year.
Full Day Kindergarten in NH
Districts
Half Day Kindergarten in NH
64
97
The trend over the past 12 years shows an increase in the number of Full-Day Kindergarten
programs throughout the state.
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
7
12
16
20
21
26
30
38
43
52
59
60
64
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Academic Component to Full-Day
Advantages
Disadvantages
 Children learn more in reading and
math
 Higher reading scores in early grades
 More independent learning
 More likely not to repeat a grade
 Higher achievement test scores
 Greater progress in language and
vocabulary development
 Provides unhurried, relaxed school day
for learning
 Flexibility with groupings
 Greater creativity
 Better adjustment to First Grade
 Reduction in Special Education and
remedial services
 Additional teaching staff and aides
required
 More space and supplies needed initially
 Some students may take longer to adjust
to the extended length of the day
 Fatigue
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Social/Behavioral Component to Full-Day
Advantages
Disadvantages
 Better progress in social skills
 Fatigue, crankiness, frustration may lead
to an increase in negative behavior in
some children
 More time spent in dramatic play
 Higher self esteem and independence
 Increase in attendance
 Worn down before the day was done
 More time to introduce, practice and
revisit skills
 Work more cooperatively with peers
 Focus on relationships and character
building
 Provide more hands on and gross motor
experiences
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Estimated Fiscal Implication to Full-Day
 Addition of a teacher and educational assistant for a fourth kindergarten class
 Step 5M with Benefits = $50,196.00 + $32,033.41
 E.A. (29.5 hrs.) with Benefits = $15,022.00 + $1323.44
 Total
= $82,949.41
= $16,345.44
= $99,294.85
 Furniture: Teacher’s Desk & Chair, 4 Student Tables, 30 Chairs, 2 Kidney Tables,
Rug, Easel on Wheels, Cubicle Unit, Book Stand, 2 Bookcases, Storage Units
= $3641.20
 Curriculum Materials: Everyday Math Teachers Editions, Student Journals and
Consumables, Reading Street Teachers Editions and Student Text, Sidewalks, Art
Supplies
=$5133.47
 Total
=$108,069.52
 Under our present contract there would be no impact in savings or added expenses
for bus transportation for a full-day kindergarten program.
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Common Core State Standards
The new Common Core State Standards are
written for a full-day kindergarten program. This
means that our kindergarten students will enter
first grade unprepared for the rigors of a first grade
curriculum.
The Common Core State Standards have the
potential to ensure that every child in the United
States is prepared for college and careers. These
standards are more rigorous than past standards
and require a significant shift in educational
practices.
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Full Day Kindergarten Program
 From Half-Day 500 hours to Full-Day 1183 hours per school
year
 More time spent on:









Literacy
Math
Science/Social Studies
Health/Safety
Socialization Skills
Unified Arts
Field Trips
Dramatic Play
Exploration
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Full-Day vs. Half-Day
Minutes/Day
ACTIVITY
Core Content
Specials
Morning Meeting
Lunch
Snack
Recess
Quiet Time
Dismissal
Preparation
TOTAL
Half-day
Full-day
100
30
15
0
10
0
0
10
225
40
25
25
20
25
20
10
165
390
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Full-Day Kindergarten Surveys
Parent
Staff
 202 surveys completed
 43 surveys completed
 Yes = 171, No = 24, Unsure = 7
 Yes = 40, No = 2, Unsure = 1
 Kindergarten Schedule:
 8:00-1:00 = 42
 8:00-2:30 = 114
 Kindergarten Schedule:
 8:00-1:00 = 13
 8:00-2:30 = 24
 M-TH. 8:00-2:30 F. 8:00-11:30=23
 M-TH. 8:00-2:30 F. 8:00-11:30 = 2
 ½ day = 21
 ½ day = 1 (Write In)
Yes = In favor of Full Day
No = Not in favor of Full Day
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Summary
Research and practice indicates Full-Day
Kindergarten will have a positive impact on
students’ academic, social and emotional
learning not only in kindergarten but also in
the subsequent years of their education.
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References
 www.naspcenter.org/assessment/kindergarten_ho.html
 Kindergarten-Full Versus Half-Day: Information for Parents and Early childhood
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Educators, by Mary Ann Rafoth PhD, Sara A. Grimes & Beth Buzi; Indiana
University of Pennsylvania – NASP Center
Literacy Implementation Guidance for the English Language Arts; Common Core
State Standards – International Reading Association www.reading.org
Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science and Technical Subjects and Appendix A; The NH
Department of Education website.
Recent Research on All-Day Kindergarten by Patricia Clark ERIC – Educational
Resources Information Center, education.com
www.lincoln.dubuque.k12.ia.us/Kindergarten/allday
Clearinghouse on Early Education and Parenting; Full-Day Kindergarten by
Amanda Miller, http://ecap.crc.illinois.edu/poptopics/fullday.html
Full-Day Kindergarten Program, ERIC, Educational Resources Information Center,
Dianne Rothenberg, 2006-2011.
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