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Is all-day kindergarten better for children's academic performance?: Evidence from the Early Childhood Longitudinal Study

Description:
A longitudinal study and comparison of the elementary reading and math achievement of children in full-day and half-day kindergarten
Resource Type:
Reports & Papers
Author(s):
Chang Mido; Singh Kusum
Publisher(s):
Early Childhood Australia
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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