Is more better?: The effects of full-day vs. half-day preschool on early school achievement [Executive summary]

Author(s): Robin, Kenneth B.; Frede, Ellen; Barnett, W. Steven;
Date Issued: 2006
Publisher(s): National Institute for Early Education Research (U.S.)
Description: A summary of a longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment
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Funder(s): Pew Charitable Trusts
Source: New Brunswick, NJ: National Institute for Early Education Research. Retrieved May 18, 2006, from http://nieer.org/resources/research/IsMoreBetter.pdf
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness > Cognitive Development

Children & Child Development > Child Development & School Readiness > Early Math/Numeracy
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