This second in a series of issue briefs on school readiness and performance reports that children who attend full-day kindergarten make more progress during the school year than those in half-day kindergarten. The brief, based on a report compiled by researchers at the Kansas State Department of Education and the University of Kansas, also says that children from low-income families and those with limited English language skills and special education needs who attend full-day kindergarten make better progress than their peers in half-day kindergarten.