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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2012 [remove]; Classification:Kindergarten [remove];
10 results found.|
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Academic performance of language-minority students and all-day kindergarten: A longitudinal study 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) |
Reports & Papers
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Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children A study of potential predictors of both delayed entry into kindergarten and kindergarten retention, including child characteristics, family characteristics, and child care participation, based on a sample of 13,191 ethnically and linguistically diverse at risk children that participated in The Miami School Readiness Project |
Reports & Papers
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Colorado early childhood education An overview of Colorado's full-day kindergarten program and the Colorado Preschool Program, a publicly-funded program for at risk children |
Fact Sheets & Briefs
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Expanding time for learning both inside and outside the classroom: A review of the evidence base A review of research on program models that expand learning for children through extended school days, extended school years, and expanded learning opportunities during out-of-school time hours |
Literature Review
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Expanding time for learning both inside and outside the classroom: A review of the evidence base: Executive summary A summary of a review of research on the relationship of extended learning time models, including full-day kindergarten and out-of-school time programs, to academic achievement and other educational outcomes, based on an extensive search of the research literature |
Executive Summary
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The facts about full-day kindergarten An overview of full-day kindergarten policies and child educational outcomes |
Fact Sheets & Briefs
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Increasing access to full-day k: A key strategy for boosting learning and closing achievement gaps for children An overview of child educational outcomes associated with full-day kindergarten and of state full-day kindergarten policies |
Fact Sheets & Briefs
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Key findings from year 1 of full-day early learning kindergarten in Peel A study of a full-day early learning kindergarten program that examines parent and program outcomes and early impacts on child development, based on data collected in a municipality in Ontario, Canada, from 184 children and their parents in 7 treatment sites and 183 children and their parents in 5 control half-day kindergarten sites |
Reports & Papers
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Key findings from year 2 of full-day early learning kindergarten in Peel A study of a full-day early learning kindergarten (FDELK) program in Ontario, Canada, that compares developmental outcomes of participant and nonparticipant children and that examines program implementation and classroom environments, based on interviews with 16 key informants, focus groups with 64 FDELK staff, observations at 7 FDELK sites, and assessments of 145 FDELK and 126 control group children |
Reports & Papers
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Kindergarten entrance ages: Highlights A summary of a discussion of trends in age of kindergarten entry cutoff dates and their implications |
Fact Sheets & Briefs
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