摘要：Studies illustrate that achievement gaps between poor and non-poor children already exist at
kindergarten (Lee & Burkham, 2002). The larger the gap at the time children enter school, the harder it
is to close the gap. This article reviews a case study of one Midwest school district and their attempt at
reducing the achievement gap through the implementation of a full-day kindergarten program. The
article reports on the significant student achievement gains of students who completed full-day
kindergarten and the dissipation of the achievement gains by grade two. To avoid the lapse in student
achievement gains the authors provide recommendations that encourage districts to create seamless
and aligned PK-3 education systems.
