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Download full textGibbs, Chloe – Society for Research on Educational Effectiveness, 2013
This paper addresses the question of how to interpret evidence on the impact of full-day kindergarten resulting from different study designs, and provides guidance on how this evidence taken in tandem may inform the design and implementation of full-day kindergarten policies. Incorporating both experimental and quasi-experimental estimates on…
Descriptors: Evidence, Kindergarten, Young Children, Achievement Gap
