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Escalating Academic Demand in Kindergarten: Counterproductive Policies

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References

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Cited by

1999Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study.176 cited
2000Redshirting and Early Retention: Who Gets the "Gift of Time" and What Are Its Outcomes?171 cited
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2005Retention, Social Promotion, and Academic Redshirting145 cited

2006Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?140 cited

1990Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test?128 cited

2000Readiness 2000: Rethinking Rhetoric and Responsibility124 cited

1998Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers118 cited

1997What do they do all day? Comprehensive evaluation of a full-day kindergarten111 cited

2007Early-Grade Retention and Children’s Reading and Math Learning in Elementary Years100 cited