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来源类型Publication
The Effects of Full-day Pre-kindergarten: Experimental Evidence of Impacts on Children's School Readiness
Allison Atteberry; Daphna Bassok; Vivian C. Wong
发表日期2018
出版年2018
语种英语
摘要

This study is a randomized control trial of full- versus half-day pre-kindergarten in a school district near Denver. Four-year-old children were randomly assigned an offer of half-day (four days/week) or full-day (five days/week) pre-k that increased class time by over 600 hours. The offer of full-day pre-k produced large, positive effects on children’s receptive vocabulary skills (0.267 standard deviations) by the end of pre-k. Among children enrolled in district schools, full-day participants also outperformed their peers on teacher-reported measures of cognition, literacy, math, and physical development. At kindergarten entry, children offered pre-k still outperformed peers on a widely-used measure of basic literacy. The study provides the first rigorous evidence on the impact of full-day preschool on children’s school readiness skills.

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主题Federal and State Education Policy
子主题Child Development
URLhttps://cepa.stanford.edu/content/effects-full-day-pre-kindergarten-experimental-evidence-impacts-childrens-school-readiness
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491827
推荐引用方式
GB/T 7714
Allison Atteberry,Daphna Bassok,Vivian C. Wong. The Effects of Full-day Pre-kindergarten: Experimental Evidence of Impacts on Children's School Readiness. 2018.
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