The effects of Oklahoma's pre-k program on Hispanic children

Author(s): Gormley, Jr., William T.;
Date Issued: November 08, 2007
Description: A study of the impacts of Oklahoma's publicly-funded, universal prekindergarten program on the early reading, writing, and math skills of Hispanic students in Tulsa, Oklahoma, and the variation of impacts with primary language spoken in the child's home, parents' country of origin, and teachers' Spanish-language ability, based on child assessment data
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Funder(s): Foundation for Child Development ; David & Lucile Packard Foundation ; Spencer Foundation ; A. L. Mailman Family Foundation ; Georgetown University. Graduate School of Arts and Sciences
Source: (CROCUS Working Paper No. 11). Paper presented at the annual meeting of the Association for Public Policy Analysis and Management, Washington, DC. Retrieved November 30, 2007, from the Georgetown University, Center for Research on Children in the United States Web site: http://www.crocus.georgetown.edu/reports/CROCUSworkingpaper11.pdf
Topics: Children & Child Development > Child Characteristics > Race/Ethnicity

Policies > Child Care & Early Education Policies > Universal Provision
Country: United States
States: OKLAHOMA
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