Full-day kindergarten students' gains on most literacy exams were significantly higher than half-day students, the study found, with English language learners showing greater gains than native speakers in many exams. There was no difference on math performance.

Full-day kindergarten students averaged 11 absences vs. the nearly 20 absences for the average half-day students in the study.

Half-day schoolteachers feared the full-day programs would overemphasize academics for kids too young or resemble baby-sitting. But full-day teachers felt they knew the students better and got better parental support than half-day programs.

Parents in both programs felt strongly that kindergarten should be mandated and that their kids enjoyed their school time, but half-day parents were less supportive of the statement that full-day kindergarten could improve student success.

The researchers found no difference on instructional quality.

"Essentially, the length of day was the factor impacting gains," Bingham said.

In Granite, six schools — Farnsworth, Lincoln, Monroe, South Kearns, Stansbury and Woodrow Wilson — are piloting full-day kindergarten, hoped to improve academic achievement and circumvent the need for remedial help, Averett said.

Preliminary findings show achievement is up for two of the schools looked at, and the program is popular with parents.

"We have more who wish to participate than can," Averett said.

Next year, the district will offer $170,000 in one-time grants to expand the programs.

Both school districts want to track full-day kindergartners' academics through at least the next few years. The BYU researchers plan to publish their results.

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