Indicator: 25 - Opportunities for Expanded Day Kindergarten
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Why This Is Important
Increasing the length of time kindergartners are in school can
increase their opportunities to participate in activities designed
to strengthen their cognitive, social and physical development,
particularly in the areas of language development, communication and
relationships with peers. Full- and expanded-day kindergartners also
have greater access to other school services, such as the school
lunch program, guidance hours, special education services, and Title
I services. Schools that choose to offer this opportunity are
expanding services and supports for some children, and demonstrate
ways that schools can be made ready for children.
Where We Stand
The percentage of Maine’s kindergartners who attend
schools offering all-day kindergarten programs grew gradually at the
end of the 1990’s and then mushroomed to nearly 52% for the
2002-2003 school year. Of the 223 school districts with kindergarten
in 2002-2003, 123 (55.2%) offered all-day kindergarten in at least
some of their schools.
All eligible students may not participate in an all-day
kindergarten even when it is offered; many programs offer parents the choice of
half-day or all-day kindergarten. Many programs also offer all-day kindergarten
only part of the time (for example, three days a week, or for only part of the
school year).
Data Sources and Context
The data comes from the Child Development Services
Program, Maine Department of Education. Results are the percent of
kindergartners attending schools that offer on-site fullday (the
length of the regular school day) or expanded-day (a length longer
than the school district’s traditional half-day program, but not as
long as a regular school day) kindergarten programs. Data does not
include Head Start programs.
The information can be accessed on-line at
http://www.state.me.us/education/enroll/earlych.
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