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

Description:

A longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment

Resource Type:

Reports & Papers

Author(s):

Robin Kenneth B.; Frede Ellen; Barnett W. Steven

Publisher(s):

National Institute for Early Education Research (U.S.)

Funder(s):

Pew Charitable Trusts

Country:

United States

State(s):

New Jersey

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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Comparing longitudinal academic achievement of full-day and half-day kindergarten students

Reports & Papers

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