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Effects of class size and length of day on kindergarteners' academic achievement: Findings from Early Childhood Longitudinal Study

Resource Type: Reports & Papers
Author(s): Yu, Wenfan; Lin, Qiuyun;
Date Issued: 2005
Publisher(s): Wide Range, Inc.
Description: A study of associations between length of school day and class size on students’ reading, math, and general knowledge achievement at the end of kindergarten, based on an analytic sample of 15,575 children from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
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Journal Title: Early Education and Development
Volume Number: 16
Issue Number: 1
Page Range: 49-68
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality > Structural Quality
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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Related Datasets are available in the Child and Family Data Archive

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999


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