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Preschools reduce early academic-achievement gaps: A longitudinal twin approach

Description:
A longitudinal study of the influences of preschool attendance, early mental ability, race, socioeconomic status, parental interactions, genetics, and shared environments on early reading and math scores in a sample of 600 twin pairs
Resource Type:
Reports & Papers
Author(s):
Tucker-Drob Elliot Max
Funder(s):
National Institutes of Health (U.S.)
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.

Bayley Short Form--Research Edition

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- Related Studies

Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Preschool Data [United States]

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/28082

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