The purpose of this study was to examine the pre and post scores of literacy surveys to determine if there is a differential improvement in the literacy achievement of kindergarten students who attend one of three kindergarten programs: full-day, alternate-day, and half-day. The sample of this study consisted of 1530 kindergarten students enrolled in a centralized kindergarten program during the 2000-2001 and the 2001-2002 school years. Only the scores of the 1530 students who had both pre and post scores were included in the study. The hypothesis was studied at the .05 level of significance.The scores of 1530 students were studied at the pre and post level in two literacy skill areas, letter identification and concepts about print. The findings of the study were:1. There was a significant difference in the increase in student achievement of letter identification between alternate-day and half-day programs, with students in half-day making more gains.2. There was no significant difference in the increase in student achievement of letter identification between alternate-day and full-day programs.3. There was a significant difference in the increase in student achievement of concepts about print (CAP) between alternate-day and full-day, with students in full-day making more gains.4. There was no significant difference in the increase in student achievement of concepts about print between alternate-day and half-day programs.Overall, the findings indicate that students in the alternate-day program achieved the lowest gains in Letter Identification and concepts about print of the three kindergarten programs. / Department of Elementary Education