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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. |
主题 | Federal and State Education Policy |
子主题 | Child Development |
URL | https://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. |
条目包含的文件 | 条目无相关文件。 |
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