Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation

Description:

This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no ECE experience in the 2 years prior to kindergarten. (author abstract)

Resource Type:

Reports & Papers

Author(s):

Peisner-Feinberg Ellen S.; Soliday-Hong Sandra; Yazejian Noreen; Zadrozny Sabrina; Burchinal Margaret

Publisher(s):

University of North Carolina at Chapel Hill. School of Education; FPG Child Development Institute

Funder(s):

William Penn Foundation; Build Initiative

Country:

United States

State(s):

Pennsylvania

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.

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