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How do linguistically diverse students fare in full- and half-day kindergarten?: Examining academic achievement, instructional quality, and attendance

A comparison of four full-day and four half-day kindergartens in the areas of instructional quality, attendance rates, and student academic achievement, and an examination of the scores of the sub-populations of kindergarteners learning English as an additional language within these classrooms
Resource Type:
Reports & Papers
United States

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