2007 Maine Marks
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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 help children transition to grade school.

Where We Stand

The percentage of Maine’s kindergartners who attend schools offering all-day kindergartenprograms grew gradually at the end of the 1990’s and then mushroomed to nearly 62% for the 2004-2005 school year. Of the 219 school districts with kindergarten in 2004-2005, 155 (70.8%) 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 Source 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 schooldistrict’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.