Full-Day Preschool Linked To Better Third-Grade Performance Than Part-Day

Economically disadvantaged children who participated in full-day preschool (FDP) prior to entering standard elementary school had better performance by the third grade than those children who participated in part-day preschool (PDP). Specifically, FDP in the evidence-based Child-Parent Centers in the Chicago Public Schools was associated with better average English/language arts (ELA) scores and proficiency and better math scores and proficiency on the state Partnership for Assessment of Readiness for College and Careers (PARCC) test in third grade:

ELA scores: 725.0 for FDP versus 716.1 for PDP

ELA proficiency: 38.3% for FDP versus . . .