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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: 2006
Publisher(s): John Wiley & Sons
Description: A study using nationally representative data from the Early Childhood Longitudinal Study--Kindergarten Cohort to examine the longitudinal effects of full-day kindergarten attendance, focusing on how low income children were affected
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Journal Title: Journal of Policy Analysis and Management
Volume Number: 25
Issue Number: 2
Page Range: 299-321
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success
Country: United States
ISSN: 0276-8739 Paper
1520-6688 Online
Peer Reviewed: yes
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Is full better than half?: Examining the longitudinal effects of full-day kindergarten attendance Reports & Papers


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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