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Is full better than half?: Examining the longitudinal effects of full-day kindergarten attendance

Resource Type: Reports & Papers
Author(s): Cannon, Jill S.; Jacknowitz, Alison; Painter, Gary;
Date Issued: 2005
Publisher(s): RAND Corporation
Description: Research on the developmental impacts of full-day kindergarten and the efficacy of policy mandating a full-day curriculum
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Source: (RAND Labor and Population Working Paper Series No. 266). Santa Monica, CA: RAND. Retrieved August 16, 2005, from http://www.rand.org/pubs/working_papers/2005/RAND_WR266.pdf
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Programs, Interventions & Curricula > Programs > Kindergarten
Country: United States
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Is full better than half?: Examining the longitudinal effects of full-day kindergarten attendance Reports & Papers


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


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