Do the short-term effects of a strong preschool program persist?

Author(s): Hill, Carolyn J.; Gormley, Jr., William T.; Adelstein, Shirley;
Date Issued: January, 2012
Publisher(s): Georgetown University. Center for Research on Children in the United States
Description: A study of the relationship of participation in Oklahoma's universal public prekindergarten program to third grade reading and math scores, based on data collected from a cohort of 1,038 third grade children who had participated in the Tulsa Public Schools prekindergarten program and 961 comparison nonparticipants, and from a second cohort of 1,087 participants and 937 comparison nonparticipants
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Funder(s): Foundation for Child Development ; David & Lucile Packard Foundation ; Spencer Foundation ; National Academy of Education ; A. L. Mailman Family Foundation
Source: (CROCUS Working Paper No. 18). Washington, DC: Georgetown University, Center for Research on Children in the United States. Retrieved March 19, 2012, from http://www.crocus.georgetown.edu/reports/CROCUSWorkingPaper18.pdf
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Public Prekindergarten
Country: United States
States: OKLAHOMA
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