Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills

Description:

An investigation of the extent to which cognitive and non-cognitive skills account for the measured links between participation in preschool intervention and high school completion, highest grade completed, and incarceration history in early adulthood, using data from the Chicago Longitudinal Study

Resource Type:

Reports & Papers

Author(s):

Reynolds Arthur J.; Temple Judy A.; Ou Suh-Ruu

Funder(s):

University of Wisconsin--Madison. Graduate School; Doris Duke Charitable Foundation; National Institutes of Health (U.S.)

Country:

United States

State(s)/Territories/Tribal Nation(s):

Illinois

Date Issued:

August 2010

Source:

Unpublished doctoral dissertation, University of California, Berkeley

Journal Title:

Children and Youth Services Review

Volume Number:

Issue Number:

Page Range:

1054-1063

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.3. Preschool

12. Parent, School, & Community School Readiness/Child School Success & Performance > 12.3. School Performance & Success

1. Children & Child Development > 1.2. Child Development & School Readiness

ISSN:

0190-7409

Paper

1873-7765

Online

Peer Reviewed:

Yes

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Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills

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