School readiness, full-day kindergarten, and student achievement: An empirical investigation

Description:

An analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs

Resource Type:

Reports & Papers

Author(s):

Le Vi-Nhuan; Kirby Sheila N.; Barney Heather; Setodji Claude Messan; Gershwin Daniel

Publisher(s):

RAND Corporation

Funder(s):

Rockefeller Foundation; Ford Foundation

Country:

United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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