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Current Filters: Resource Type:Executive Summary [remove]; Author:Barnett, W. Steven [remove]; New in two years [remove]; Full Text:yes [remove]; Classification:Child Characteristics [remove];

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Is more better?: The effects of full-day vs. half-day preschool on early school achievement [Executive summary]
Robin, Kenneth B., 2006
New Brunswick, NJ: National Institute for Early Education Research.

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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Longitudinal effects of the Arkansas Better Chance program: Findings from kindergarten and first grade [Executive summary]
Hustedt, Jason T., May 2008
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a study of the relation of participation in Arkansas Better Chance (ABC), a state-funded child care and early education program for preschool-age children from low-income families, to the literacy, language, and math development of children at the beginning and end of kindergarten and at the end of first grade, and a summary of a study of classroom quality in the ABC program

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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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