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Abstract
This dissertation examines the effectiveness of an extended-day kindergarten program in addressing the needs of vulnerable student populations, including those from low socio-economic backgrounds, non-native English speakers, and students with an individualized education plan (IEP). Employing a mixed-methods approach, the study compares traditional half-day programs with an extended-day format that integrates play-based learning and structured literacy. Quantitative data from reading and math benchmarks and reports of student progress, along with qualitative teacher surveys, highlight the program's impact on academic performance, social skills, and emotional development. The findings suggest that extended-day kindergarten programs can effectively mitigate learning barriers, enabling at-risk student groups to perform comparably to their half-day peers across all domains of development, on average. These results offer actionable insights for policymakers and educators to design more inclusive and supportive educational environments, thereby advancing equity and reform in early childhood education.