This pilot study compared developmental outcomes, academic achievement, and parent involvement for children attending a Title I full-day kindergarten with those of children attending a Title I half-day program in New Albany, Indiana. The subjects were nine children from the full-day program and ten children from the half-day program. The curriculum in each of the classrooms was evaluated using the Early Childhood Environment Rating Scale (ECERS). To record student gains in September and May of the school year, teachers administered the Developmental Checklist of The Work Sampling System. The Peabody Picture Vocabulary Test (Revised) and a teacher-formulated checklist were also given. Demographic and attendance information was gained from parent/guardian interviews or school records. Parent involvement information was gained on frequency of checking out materials from a lending library and attendance at parent meetings. Findings revealed no differences in the curricula of the two programs. There were few differences in demographic data, except that a greater percentage of parents in the half-day program were employed than in the full-day program. There were no differences in any child assessment measures; the greatest gains for both groups were in the domains of language and literacy and mathematical thinking, and the smallest gains were in personal and social development. There was greater parent workshop attendance in the full-day program. Further study with a larger sample was recommended. (KDFB)