Child Care and Early Education Research Connections

Skip to main content

Full-day, half-day, and no preschool: Effects on urban children's first-grade reading achievement

Description:
An examination of the relationships between students? attendance at full-day, half-day, or no preschool and first grade reading achievement for 214 urban, low socioeconomic status public school students of mixed ethnicities
Resource Type:
Reports & Papers
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.

- You May Also Like

These resources share similarities with the current selection.

Full-day vs. half-day kindergarten: Which children learn more in which program?

Fact Sheets & Briefs

Is more better?: The effects of full-day vs. half-day preschool on early school achievement

Reports & Papers

Half-day vs. full-day pre-kindergarten programs

Fact Sheets & Briefs
Release: 'v1.55.0' | Built: 2024-02-23 07:59:10 EST