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The effects of full-day pre-kindergarten: Experimental evidence of impacts on children's school readiness

Resource Type: Reports & Papers
Author(s): Atteberry, Allison; Bassok, Daphna; Wong, Vivian C.;
Date Issued: July, 2018
Publisher(s): University of Virginia. EdPolicyWorks
Description: This study is a randomized control trial of full- versus half-day pre-kindergarten in a school district near Denver. Four-year-old children were randomly assigned an offer of half-day (four days/week) or full-day (five days/week) pre-k that increased class time by over 600 hours. The offer of full day pre-k produced large, positive effects on children's receptive vocabulary skills (0.267 standard deviations) by the end of pre-k. Among children enrolled in district schools, full-day participants also outperformed their peers on teacher-reported measures of cognition, literacy, math, and physical development. At kindergarten entry, children offered pre-k still outperformed peers on a widely-used measure of basic literacy. The study provides the first rigorous evidence on the impact of full-day preschool on children's school readiness skills. (author abstract)
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Funder(s): Westminster Public School District ; Smith Richardson Foundation
Source: (EdPolicyWorks Working Paper Series No. 64). Charlottesville: University of Virginia, EdPolicyWorks. Retrieved from
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness
Country: United States
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