Academic performance of language-minority students and all-day kindergarten: A longitudinal study

Author(s): Chang, Mido
Date Issued: March, 2012
Description: A study of the longitudinal mathematics and reading growth patterns of students from linguistically and economically disadvantaged backgrounds from kindergarten entry through fifth grade, an examination of the relationship between participation in of all-day or half-day kindergarten on that growth, and an examination of these relationships for those students from the two lowest socioeconomic (SES) quintiles, based on data from 11,776 students in the Early Childhood Longitudinal Study, Kindergarten (ECLS-K)
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Journal Title: School Effectiveness and School Improvement
Volume Number: 23
Issue Number: 1
Page Range: 21-48
Topics: Children & Child Development

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Kindergarten
Country: United States
ISSN: 0924-3453 Paper
1744-5124 Online
Peer Reviewed: yes
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