Preschools reduce early academic-achievement gaps: A longitudinal twin approach

Author(s): Tucker-Drob, Elliot Max;
Date Issued: March, 2012
Description: A longitudinal study of the influences of preschool attendance, early mental ability, race, socioeconomic status, parental interactions, genetics, and shared environments on early reading and math scores in a sample of 600 twin pairs
show entire record ↓
Funder(s): National Institutes of Health (U.S.)
Journal Title: Psychological Science
Volume Number: 23
Issue Number: 3
Page Range: 310-319
Topics: Children & Child Development

Programs, Interventions & Curricula > Programs > Preschool
Country: United States
ISSN: 0956-7976 Paper
1467-9280 Electronic
Peer Reviewed: yes
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.

Bayley Short Form--Research Edition Instruments
Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Preschool Data [UNITED STATES] Data Sets


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.

Why attend school?: Chinese immigrant and European American preschoolers' views and outcomes Reports & Papers
Inequality in pre-school education and school readiness Reports & Papers
Poverty, race, and parental involvement during the transition to elementary school Reports & Papers
Preschool education in Virginia and the resulting academic effects for third- and fifth-grade at-risk students Reports & Papers
The role of parents as formal math instructors of prekindergarten children 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