The effect of Tennessee's prekindergarten programs on young children's school readiness skills: A regression discontinuity design

Author(s): Coburn, Jamie Lynn
Date Issued: December 2009
Description: A comparison of school readiness skills in samples of 179 students entering prekindergarten and 67 prekindergarten completers entering kindergarten and a second comparison upon kindergarten entry of the school readiness skills of the same 67 prekindergarten completers and 86 who had not attended prekindergarten
show entire record ↓
Source: Unpublished doctoral dissertation, Tennessee Technological University, Cookeville
Topics: Children & Child Development > Child Development & School Readiness

Programs, Interventions & Curricula > Programs > Preschool
Country: United States
States: TENNESSEE
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Brigance K and 1 Screen (Rev. ed.) Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The New Mexico PreK evaluation: Impacts from the fourth year (2008-2009) of New Mexico's state-funded prek program Reports & Papers
The New Mexico PreK evaluation: Impacts from the fourth year (2008-2009) of New Mexico's state-funded prek program [Executive summary] Executive Summary
Initial results of the evaluation of the Tennessee Voluntary Pre-K Program [Executive summary] Executive Summary
Initial results of the evaluation of the Tennessee Voluntary Pre-K Program Reports & Papers
Promoting school readiness in Oklahoma: An evaluation of Tulsa's pre-k program Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate