Many studies have shown that children who receive non-maternal care have higher Cognitive Development and language scores than those who do not (e.g., Sylva et al, in press). Nevertheless, studies in the United States have found that children in full-day kindergarten have slightly better reading and math skills than children in part-day kindergarten, but these initial academic benefits diminish soon after the children leave kindergarten.

Durham University's Curriculum, Evaluation and Management (CEM) Centre have published research commissioned by the Institute of Physics and the Royal Society (the UK and Commonwealth's national science academy) on behalf of SCORE (Science Community Representing Education) that, according to the press release, "proves" that science and technology subjects are more difficult than "subjects like Media Studies and Psychology":