Barnett, S., Epstein, D. J., Carolan, M. E., Fitzgerald, J., Ackerman, D. J. and Friedman, A. H. (2010). The State of Preschool 2010. National Insitute for Early Education Research Retrieved on July 20, 2011, from http://nieer.org/yearbook/pdf/yearbook.pdf
Bush, M. (2011). State Characteristics: Kindergarten. Education Commission of the States Retrieved on July 20, 2011, from http://www.ecs.org/clearinghouse/90/71/9071.pdf
Cannon, J. S., Jacknowitz, A. and Painter, G. (Spring 2011). The effect of attending full-day kindergarten on English learner students. Journal of Policy Analysis and Management 30(2).
Cooper, H., Batts-Allen, A., Patall, E. and Dent, A. Effects of Full-Day Kindergarten on Academic Achievement and Social Development. Review of Educational Research 80(1).
ECS. (2008). State Statutes Regarding Kindergarten: Policies concerning district offering of and student attendance in full- and half-day kindergarten programs. Education Commission of the States Retrieved on July 20, 2011, from http://www.ecs.org/clearinghouse/78/60/7860.pdf
Gayl, C. (2008). Research on Pre-K. Center for Public Education Retrieved on September 16, 2011, from http://www.centerforpubliceducation.org/Main-Menu/Pre-kindergarten/Pre-Kindergarten
Heckman, J. (2011) Letter to the National Commission on Fiscal Responsibility and Budget Reform Retrieved on September 16, 2011, from http://www.heckmanequation.org/system/files/Federal-Commision_2.10.11FINAL.pdf
Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. Annie E. Casey Foundation Retrieved on June 29, 2011, from http://www.aecf.org/Newsroom/NewsReleases/HTML/2011Reseases/~/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport040511FINAL.pdf
Lesnick, J., Goerge, R. M., Smithgall, C. and Gwynne, J. (2010). Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? Chapin Hall at the University of Chicago Retrieved on June 29, 2011, from http://www.chapinhall.org/sites/default/files/Reading_on_Grade_Level_111710.pdf
Magnuson, K. A., Meyers, M. K., Ruhm, C. J. and Waldfogel, J. (March 20, 2004). Inequality in Preschool Education and School Readiness. American Educational Research Journal 41(1).
NCES. (2011). Digest of Education Statistics, 2010 (NCES 2011-015). U.S. Department of Education, National Center for Education Statistics Retrieved on September 13, 2011, from http://nces.ed.gov/fastfacts/display.asp?id=516
Stark, D. R. (2009). A Quiet Crisis: The Urgent Need to Build Early Childhood Systems And Quality Programs for Children Birth to Age Five. Council of Chief State School Officers Retrieved on from http://www.ccsso.org/Documents/2009/Policy_Statement_A_Quiet_Crisis_2009.pdf
Votruba-Drzal, E., Li-Grining, C. P. and Maldonado-Carreno, C. (August 2008). A Developmental Perspective on Full- versus Part-Day Kindergarten and Children's Academic Trajectories through Fifth Grade. Child Development 79(4).
Weiss, A. D. G. and Offenberg, R. M. (2003). Differential impact of three types of kindergarten experience on students' academic achievement through third grade. School District of Philadelphia, Office of Research & Evaluation Retrieved on April 14, 2011, from http://webgui.phila.k12.pa.us/uploads/y1/fo/y1foI8b88UiNaIjRojhsgA/Academic-Achievement-Grade-3.pdf
Wolgemuth, J. R., Cobb, R. B., Winokur, M. A., Leech, N. and Ellerby, D. (May 2006). Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students. Journal of Educational Research 99(5).
Published November 2011.
These references are for a study written and researched by Jim Hull, Center for Public Education's Senior Policy Analyst.