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Effects of class size and length of day on kindergarteners' academic achievement: Findings from Early Childhood Longitudinal Study

Description:
A study of associations between length of school day and class size on students? reading, math, and general knowledge achievement at the end of kindergarten, based on an analytic sample of 15,575 children from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
Resource Type:
Reports & Papers
Author(s):
Yu Wenfan; Lin Qiuyun
Publisher(s):
Wide Range, Inc.
Country:
United States

- Related Resources

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- Related Studies

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/3676

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