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How much is too much?: The influence of preschool centers on children's development nationwide: Summary
Loeb, Susanna; Bridges, Margaret; Bassok, Daphna; Fuller, Bruce; Rumberger, Russell , 2005

A summary of a study of the relationship of preschool attendance to kindergarten language, literacy, and math skills and social development, based on the nationally representative Early Childhood Longitudinal Survey, Kindergarten Cohort (ECLS-K)

Executive Summary

Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) [United States]
National Center for Education Statistics; , 2000

A nationally representative longitudinal study of early childhood development and educational experiences collecting data on child development and home and school environment.

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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.

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