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SEPT 2016
Research indicates that a high-
quality, full-day kindergarten
experience is a crucial component
to setting students up for ongoing
academic success, yet vast
dierences exist in the quality of
kindergarten programs and how they
are funded across the states.
1
As
states continue to develop strong
pre-kindergarten (pre-K) programs,
many are also looking to establish
quality full-day kindergarten to
support the gains made in the pre-K
space and to set students up for
success throughout their academic
careers. This report explores the
spectrum of full-day kindergarten
programs and highlights dierent
models of funding implemented
by states. Additionally, it examines
the requirements for full-day
kindergarten, including state bans on
parent tuition and the length of day
for full-day kindergarten.
In 28 STATES, the
length of full-day
kindergarten (whether it
is required or optional)
is equal to that of first
grade length of day.
The DEFINITION of
full-day, and the level
at which the program
is funded, varies
considerably from state
to state.
Full-Day Kindergarten:
A look across the states
EMILY PARKER, LOUISA DIFFEY AND BRUCE ATCHISON
IN 13 STATES
PLUS THE DISTRICT OF
COLUMBIA, DISTRICTS ARE
REQUIRED TO OFFER FULL-
DAY KINDERGARTEN.
50-STATE
REVIEW
DIG IN.
Discover how states
approach priority
education issues.
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2
50-STATE REVIEW
Where is Full-Day Kindergarten Required?
While 13 states plus the District of Columbia (D.C.) (see Figure 1) require full-day kindergarten, the definition
of full-day, and the level at which the program is funded, varies from state to state. In 28 states, the length of
full-day kindergarten (whether it is required or optional) is equal to the length of day in first grade while in the
remaining states, a full-day program may be shorter than the required hours for other grades. For example,
Nevada and Utah require kindergarten at a minimum of 360 hours per year; while Alabama requires a minimum
of 1,080 hours per year. Even though only 13 states plus D.C. require full-day kindergarten, reports indicate that
when states oer full-day kindergarten as an option, many families take advantage of the opportunity. Thirty-five
states report that 70-89 percent of their students attend full-day kindergarten programs. Only five states have
full-day kindergarten attendance rates above 90 percent, demonstrating that even when programs are available,
they are not always accessible to children and families.
2
FIGURE 1: WHERE IS FULL-DAY KINDERGARTEN REQUIRED?
D.C.
Discrepancies in kindergarten funding and quality may leave many students less prepared to enter first grade
than their peers who attended a quality full-day kindergarten program. This is of particular concern for many
low-income students, as well as students with learning disabilities, who may require additional support services.
Results of empirical research on the eects of full-day versus half-day kindergarten show that children who
attend full-day kindergarten make significantly stronger academic gains in reading and math over the course of
the kindergarten year than their peers in half-day kindergarten.
3
Children in full-day kindergarten gain an addi-
tional 12.8 percent in reading assessments and an additional 10.3 percent in math assessments over children in
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3
50-STATE REVIEW
half-day programs between the fall and spring tests.
4
Additionally, more time in the classroom gives children the
opportunity to have a greater number of early learning experiences and child-teacher interactions that help pre-
pare them for their academic and developmental growth.
Examples of how States Fund Full-Day Kindergarten
While there are a handful of states on the forefront of full-day kindergarten policy innovation, the majority of
states do not require full-day kindergarten programs. Various state funding models oer a spectrum of support.
Figure 2 shows the range of funding models that states use when funding full-day kindergarten programs. On
one end of the spectrum, oering the highest amount of financial support are states such as West Virginia.
West Virginia requires all districts to exclusively oer full-day kindergarten, without an option for half-day
kindergarten. On the opposite end of the spectrum are states such as Maine. Maine allows districts to oer full-
day kindergarten, but does not provide additional funding for this option and prohibits districts from charging
tuition to families. Currently, no states prohibit districts from oering full-day kindergarten.
FIGURE 2: STATE APPROACHES TO FULL-DAY KINDERGARTEN
Mandatory Full-Day
Kindergarten
Mandatory Full-Day
Kindergarten
Permissive Half-Day
Kindergarten
(with additional state funding
for districts who opt in)
Permissive Half-Day
Kindergarten
(without additional state
funding, tuition is allowed)
Permissive Half-Day
Kindergarten
(without additional state
funding, tuition is prohibited)
(without half-day
kindergarten option)
(with half-day
kindergarten option)
MAINE
Maine permits districts to oer full-day kindergarten, but they do not receive
additional state funding. Regardless of whether the district oers full-day
kindergarten or half-day kindergarten, the district receives the same amount for each
student.
12
Additionally, Maine has banned districts from charging families tuition for
full-day kindergarten, so there is no way for districts in Maine to receive additional
funding for the extra hours that full-day kindergarten students spend in school.
Permissive Half-Day
Kindergarten
(without additional state
funding, tuition is prohibited)
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50-STATE REVIEW
NEW HAMPSHIRE
New Hampshire provides state funding for half-day kindergarten and permits
individual districts to oer full-day kindergarten. However, if districts opt to oer
full-day kindergarten, they do not receive any additional state funding.
9
Regardless
of the length of the day, the New Hampshire school funding formula funds students
in kindergarten at a weight of 0.5.
10
The state permits districts to collect tuition from
families to pay for additional hours. Compulsory school attendance in New Hampshire
does not begin until age six, meaning that while the state requires districts to oer at
least half-day kindergarten, it does not require students to attend kindergarten until
the year of their sixth birthday.
11
NEBRASKA
Nebraska permits districts to oer full-day kindergarten, and, at a minimum, requires
all districts to oer half-day kindergarten. State funding is weighted at 0.5 for half-
day kindergarten students. Full-day kindergarten is funded at the same level as first
through 12th grade.
8
Because districts receive additional funding if they oer full-day
kindergarten, they have a financial incentive to do so.
OKLAHOMA
Oklahoma requires school districts to oer full-day kindergarten to all students and
the state fully funds the mandate. Families have the option to send their child to
either half-day kindergarten or full-day kindergarten. Half-day kindergarten students
receive a weight of 1.3 and full-day kindergarten students receive a weight of 1.5
in the state funding formula.
7
The state prohibits districts from charging tuition to
supplement the state funding. The full-day kindergarten programs must run for six
hours per day, which is the same requirement as a full-day in other grades.
WEST VIRGINIA
West Virginia is often cited as a model for a well-constructed and funded full-day
kindergarten program. West Virginia requires all districts to exclusively oer full-day
kindergarten programs for all eligible students. The state mandates that all kindergarten
programs be full-day everyday programs, meaning that districts cannot opt to only oer
half-day kindergarten.
5
The state funds kindergarten students through a funding formula
and gives equal weight to students in first – 12th grade.
6
The length of the school day for
full-day kindergarten is equivalent to that of first grade length of day.
Permissive Half-Day
Kindergarten
(without additional state
funding, tuition is allowed)
Permissive Half-Day
Kindergarten
(with additional state funding
for districts who opt in)
Mandatory Full-Day
Kindergarten
(with half-day
kindergarten option)
Mandatory Full-Day
Kindergarten
(without half-day
kindergarten option)
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50-STATE REVIEW
Policy Considerations
In addition to ensuring that kindergarten classrooms have high-quality standards to prepare students for their
educational careers, policymakers may want to consider the following when designing a model for full-day
kindergarten.
1. Fund kindergarten through the school funding formula and assign kindergarten students enrolled in full-
day kindergarten programs a weight equal to a first grade student.
If the state fully funds a full-day kindergarten program, districts do not need to charge tuition for full-day
kindergarten. Charging families tuition for full-day kindergarten limits access to those programs only to
students and families who can aord the tuition. Full-day kindergarten programs funded through tuition can
increase inequity.
2. Increase full-day kindergarten to be the length of first grade.
Students who attend full-day kindergarten programs are more likely to have better attendance, academic
success and social/emotional development.
13
Additionally, strengthening kindergarten programs can expand
and support the gains made in the pre-kindergarten space.
3. Include compulsory kindergarten attendance.
Many states do not require school attendance until first grade. By lowering the compulsory education age
requirement, students can learn skills earlier and will not be left behind their peers who attend education
programs at an early age.
It is imperative that state and district
policymakers take a comprehensive
view of full-day kindergarten policies
to provide a coherent continuum
of early education for all young
children in this nation.
Kristie Kauerz
xiv
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Data Table of all 50 States
The following table shows full-day kindergarten requirements in all 50 states plus D.C. The first column shows the states that require districts to oer full-
day kindergarten; the second column shows the states that have banned charging families tuition for full-day kindergarten enrollment; the third column
highlights whether the length of a full-day kindergarten school day is equivalent to a full day of first grade; and the final column looks at the minimum
number of hours that states require for full-day and half-day kindergarten.
State
Is full-day kindergarten
required?
15
Is there a state
ban on tuition?
16
Is the length of full-day kindergarten
equivalent to first grade?
What is the minimum number of hours for kindergarten?
17
Alabama yes yes yes ~1080 hours required per year
Alaska no yes yes 740 hours per year (~4 hours/day)
Arizona no no no 356 hours per year (~2 hours/day)
Arkansas yes yes yes 6 hours per day (~1080 hours/year)
California no yes no 3 hours per day (~540 hours/year)
Colorado no no no
450 hours per year for half-day (~2.5 hours/day)
900 hours per year for full-day (~5 hours/day)
Connecticut no yes yes
450 hours per year for half-day (~2.5 hours/day)
900 hours per year for full-day (~5 hours/day)
Delaware yes yes yes 1060 hours per year (~6 hours/day)
District of Columbia yes yes no 5 hours per day (~900 hours/year)
Florida no yes yes 720 hours per year for full-day (~4 hours/day)
Georgia no yes yes 4.5 hours per day for full-day (~810 hours/year)
Hawaii no yes yes 915 hours per year (~5 hours/day)
Idaho no no no 450 hours per year (~2.5 hours/day)
Illinois no no yes
2 hours per day for half-day (~360 hours/year)
4 hours per day for full-day (~720 hours/year)
Indiana no yes yes Not specified
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State
Is full-day kindergarten
required?
15
Is there a state
ban on tuition?
16
Is the length of full-day kindergarten
equivalent to first grade?
What is the minimum number of hours for kindergarten?
17
Iowa no yes no Local decision
Kansas no no no 465 hours per year (~2.5 hours/day)
Kentucky no yes no
6 hours per day for all grades except kindergarten, which may be operated for less
than 6 hours per day (~1,110 hours/year)
Louisiana yes yes yes 6 hours per day (~1,062 hours/year)
Maine no yes no 2.5 hours per day (~440 hours/year)
Maryland yes yes yes 1,080 hours per year (~6 hours/day)
Massachusetts no no no
425 hours per year for half-day (~2.4 hours/day)
900 hours per year for full-day (~5 hours/day)
Michigan no yes no
549 hours per year is half of the requirement for= first-12th grade (~3.25 hours/day)
1,098 hours per year is required for all other grades (~6.5 hours/day)
Minnesota no yes no
425 hours per year for half-day (~2.25 hours/day)
850 hours per year for full-day (~4.5 hours/day)
Mississippi yes yes yes 5.5 hours per day (~990 hours/year)
Missouri no no yes 522 hours per year (~3 hours/day)
Montana no yes yes
360 hours per year for half-day (~2 hours/day)
720 hours per year for full-day (~4 hours/day)
Nebraska no yes no
400 hours per year for half-day (~2 hours/day)
1,032 hours per year for full-day (~5.75 hours/day)
Nevada no no no 2 hours per day (~360 hours/year)
New Hampshire no no no 450 hours per year (~2.5 hours/day)
New Jersey no no yes Local decision
New Mexico no yes yes
450 hours per year for half-day (~2.5 hours/day)
990 hours per year for full-day (~5.5 hours/day)
New York no yes yes
2.5 hours per day for half-day (~450 hours/year)
5 hours per day for full-day (~900 hours/year)
North Carolina yes yes yes 1,025 hours per year (~5.5 hours/day)
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State
Is full-day kindergarten
required?
15
Is there a state
ban on tuition?
16
Is the length of full-day kindergarten
equivalent to first grade?
What is the minimum number of hours for kindergarten?
17
North Dakota no yes yes
2.8 hours per day for half-day (~480 hours/year)
5.5 hours per day for full-day (~960 hours/year)
Ohio no no yes
455 hours per year for half-day (~2.5 hours/day)
910 hours per year for full-day (~5 hours/day)
Oklahoma yes yes yes 6 hours per day for full-day (~1,080 hours/year)
Oregon no yes yes
450 hours per year for half-day (~2.5 hours/day)
900 hours per year for full-day (~5 hours/day)
Pennsylvania no no no
2.5 hours per day for half-day (~450 hours/year)
900 hours per year for full-day (~5 hours/day)
Rhode Island yes yes yes 5.5 hours per day for full-day (~990 hours/year)
South Carolina yes yes yes 6 hours per day (~1,080 hours/year)
South Dakota no yes no 437.5 hours per year (~2.5 hours/day)
Tennessee yes yes yes 4 hours per day (~720 hours/year)
Texas no yes yes
3.35 hours per day for half-day (~549 hours/year)
7 hours per day for full-day (~1,260 hours/year)
Utah no yes no 2 hours per day (~360 hours/year)
Vermont no yes no 2 hours per day (~350 hours/year)
Virginia no yes no 3 hours per day (~540 hours/year)
Washington yes
18
no no 1000 hours per year for full-day (~5.5 hours/day)
West Virginia yes yes yes 5.25 hours per day for full-day (~945 hours/year)
Wisconsin no yes no 437 hours per year (~2.5 hours/day)
Wyoming no
19
yes no Not specified
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50-STATE REVIEW
Final Thoughts
Full-day kindergarten can help to close achievement gaps early on in a child’s education. Research shows
that longer school days enable children to receive more individualized, academically focused and meaningful
instruction from teachers, as well as more time interacting with their peers – both of which can lead to long-
term benefits and increased scores in third grade assessments.
20
The major barrier to states enacting full-day
kindergarten is determining how to fund the additional hours. State policymakers may want to consider creating
incentives in state school funding formulas for school districts to oer full-day kindergarten. To incrementally
build toward a true K-12 system, full-day kindergarten funding can be integrated into the per-pupil funding
allocation formula, which currently funds first - 12th grade (and half-day kindergarten). Through aligning full-day
kindergarten funding metrics with first - 12th grade in the school funding formula, educational success outcomes
will likely be improved.
Endnotes
1. Ackerman, Debra J., W. Steven Barnet, Kenneth B. Robin, “Making the Most of Kindergarten: Present Trends and Future Issues
in the Provision of Full-Day Programs,” NIEER, March 2004, http://nieer.org/resources/policyreports/report4.pdf
(accessed September 13, 2016).
2. “Map: Full-Day Kindergarten Participation, 2015” Education Week,
http://www.edweek.org/ew/qc/2015/map-full-day-kindergarten-participation.html (accessed August 17, 2015).
3. Harris Cooper, Ashley Batts Allen, Erika A. Patall, and Amy L. Dent, “Eects of Full-Day Kindergarten on Academic Achieve-
ment and Social Development,” Review of Education Research, Vol 80, no. 1 (2010): 34-70.
4. Amy Rathbun and Jerry West, From Kindergarten Through Third Grade: Children’s Beginning School Experiences (Washing-
ton, DC: U.S. Department of Education, National Center for Education Statistics, 2004).
http://nces.ed.gov/pubs2004/2004007.pdf
5. West Virginia code §18-5-18, http://www.legis.state.wv.us/wvcode/ChapterEntire.cfm?chap=18&art=5§ion=18
(accessed August 10, 2016).
6. West Virginia Code. §18-9A-2, http://www.legis.state.wv.us/WVCODe/ChapterEntire.cfm?chap=18&art=9A
(accessed August 10, 2016).
7. Oklahoma School Code §70-18-108, http://law.justia.com/codes/oklahoma/2015/title-70/section-70-18-108/
(accessed August 10, 2016).
8. Nebraska Revised Statute § 79-1003, http://nebraskalegislature.gov/laws/statutes.php?statute=79-1003
(accessed August 10, 2016)
9. Ewen, Patricia, New Hampshire Department of Education, April 17, 2012,
http://education.nh.gov/instruction/curriculum/documents/telegraph-apr17.pdf (accessed August 18, 2016)
10. New Hampshire Revised Statutes 198:38 I (accessed August 10, 2016).
11. New Hampshire Revised Statutues 193:1(accessed August 10, 2016).
12. Code of Maine Rules 05-071-125 § 6.03, https://www1.maine.gov/sos/cec/rules/05/071/071c125.doc (accessed August 10, 2016).
13. Malia Villegas, Full Day Kindergarten, Expanding Learning Opportunities (San Francisco, West Ed, 2005),
https://www.wested.org/online_pubs/po-05-01.pdf.
© 2016 by the Education Commission of the States. All rights reserved. Education Commission of the
States encourages its readers to share our information with others. To request permission to reprint or
excerpt some of our material, please contact us at (303) 299.3609 or email askinner@ecs.org.
Education Commission of the States | 700 Broadway Suite 810 Denver, CO 80203
10
AUTHORS
Emily Parker is a policy analyst at Education Commission of the States. Emily loves data,
charts and board games. When she’s not researching school finance policy, Emily is a pub
trivia host in Denver. She has her Master of Public Policy degree from the University of
Denver and can be reached at eparker@ecs.org or 303.299.3662.
Louisa Diey is a policy researcher with Education Commission of the States. Outside of the
oce, Louisa can be found on the golf course or ski slopes. She can be reached at
ldie[email protected]g or 303.299.3655.
Bruce Atchison is the director of the Early Learning Institute at Education Commission of the
States. If you can’t find Bruce at the oce you might look to the nearest Rocky Mountain
stream, where he is likely casting a fly for the big one. He can be reached at
batchison@ecs.org or 303.299.3765.
50-STATE REVIEW
14. Kristie Kauerz. Full-Day Kindergarten (Denver: Education Commission of the States, 2005).
15. NCES, “Table 5.3 Types of state and district requirements for kindergarten entrance and attendance, by state: 2014”
https://nces.ed.gov/programs/statereform/tab5_3.asp (accessed August 18, 2016).
16. New America “From Crawling to Walking,” http://atlas.newamerica.org/crawling-to-walking (accessed August 10, 2016).
17. Education Commission of the States, “K-3 Quality: How many hours are required for grades K-3?”
http://ecs.force.com/mbdata/mbquestRT?rep=KQ301 (accessed July 31, 2016).
18. In Washington, full-day kindergarten was phased in beginning in the 2012–13 school year, starting with the highest-poverty
schools. Statewide implementation will be achieved by 2017–18.
19. One full-day kindergarten program per district is required
20. National Center for Education Statistics. (June 2004). Full-Day and Half-Day Kindergarten in the United States; Findings
From the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
