Indicator: 26 - Opportunities for Expanded-Day Kindergarten

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 54% for
the 2003-2004 school year. Of the 223 school districts with kindergarten in 2003-2004,
129 (57.9%) 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
full-day (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.