Full-day kindergarten: A study of state policies in the United States

Description:

A discussion on the beneficial effects full-day kindergarten may produce for children; state policies regarding the establishment and regulation of full-day kindergarten programs are deficient in four areas: definitional clarity, universal access, adequate funding, and quality

Resource Type:

Reports & Papers

Author(s):

Kauerz Kristie

Publisher(s):

Education Commission of the States

Funder(s):

Foundation for Child Development

Country:

United States

Date Issued:

2005

Source:

Denver, CO: Education Commission of the States. Retrieved August 5, 2005, from: http://www.ecs.org/clearinghouse/62/41/6241.pdf

Note:

This resource contains state-by-state information, including fact sheets, data tables, or online tools.

Topics:

7. Policies > 7.1. Child Care & Early Education Policies

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.7. Kindergarten

11. Child Care & Early Education Quality

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